DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Chai Sanders
Grade Level: _5_
Title: Lesson 1: Explore how to find part of a number
CONTEXTUAL FACTORS (classroom factors)

My Math Chapter 10 Lesson 1 of 6

Contextual Factors:
21 Students=9 males + 12 females
13 Caucasian; 3 Spanish; 3 Polynesian/Pacific Islander; 2 Native
American Navajo
3 ESL (all WIDA L6)
7 (IEP)=5 low level learners (1with ADD), 2 with speech disabilities
5 Reading Interventions (internal with a Specialist)
2 Math Interventions (external with a Specialist)
1 Counseling
Classroom environment: The classroom is set up with students desks in 5 groups of 4 to 5 students each.
There is plenty of room for all of the activities. Each group consists of a high level learner, middle to high
learner, middle to low learner, and low level learner where possible. This class has access to Chrome Notebooks
for online activities and a Smart Board System for teaching tools and presentations.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)

State Standard/Objective:
Domain: Number and Operations-Fractions
Standard 4: Apply and extend previous understandings of multiplication to multiply a fraction
or whole number by a fraction.
Obj. a. Interpret the product (a/b) q as a parts of a partition of q into b equal parts;
equivalently, as the result of a sequence of operations a q b. For example, use a
visual fraction model to show (2/3) 4 = 8/3, and create a story context for this
equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.)
Content Walk-Away: I will explore how to find part of a number.
Language Walk-Away: I will be able to draw and use models to explore how to find part of a number.
Vocabulary: Multiply; Denominator; Numerator, Bar Diagram
Multiply-to find the product of by multiplying
Denominator-the number in a fraction that is below the line that is used to divide the number above the line.
Numerator-the number in a fraction that is above the line that is divided by the number below the line.
Bar Diagram-a model or graph that is a rectangular box that is divided up to model number parts.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

The students are engaged and show understand during their participation
during explicit instruction and group activities.

ELL and IEP. Use of the

SMART Presentation with
interactive problem solving.

Content Walk-Away Evidence (Summative):

The student will be able explore how to find part of a number.

IEP-Use the Dry Erase Board

to post several example

equations. During
Independent Work: Small
Language Walk-Away Evidence (Summative):
The student will be able to draw and use models to explore how to find part of group sessions to work
a number.
together
Approx.
Time
5 Min.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge: We see models of math every day, especially with
fractions. Can you think of a time when you saw something that represented a part of something or
even the whole thing? (Pick a boy with red on) Have you ever received something that was a
remainder of a larger amount? (wait) Pizza and money if they are not mentioned. Today we are
going to talk about parts of numbers and some tools we can use to help us find them.
Our objective today is, lets read this together (written on the Wall):
There are some Vocabulary words that we are going to learn about through this chapter, some of
the words today are: (display and read with the students the attached Vocabulary list.)
Formative assessment:
Learning Goal
Students will be able to recall
memories where objects reminded
them of portions.

Success Criteria
Students are engaged in expressing
what they are enjoying.

Assessment Strategy
Students are attentive and show
interest in sharing some of their
memories. They are able to link
objects to parts of a whole.

Modification/accommodations: (ELL, IEP, GATE, etc.) ELL and IEP students will be able to view the presentation on
the SMART board. They will have a vocabulary list written on the front dry/erase board for easy referencing during
activities. IEP w/ behavior will have continued attention through proximity and eye-contact.

10 min.

Focus Lesson (I do it): Using the My Math presentation on the SMART board going through
each slide. Every day we come across models that represent parts of a whole. In math we can use
these same models to help us solve equations involving whole numbers and fractions. One of the
models or strategies we will learn today is using a bar diagram (refer to the listed vocab.). In this
example (pointing at the presentation page). I can see that Lelah threw 16 pitches in the first inning
of the game. Out of the 16 pitches I see that only 3 4ths of them were strikes. So how many strikes
were there. I know that I can use this bar diagram to work out my problem. I think that first, I'll
label this diagram 16 pitches. I see that the denominator (point to the vocab. list) is 4 so I will divide
this bar diagram into 4 equal sections. Since the whole diagram represents 16 pitches and I just
divided it into 4 equal sections, I know that each section will be worth 4 pitches. Just so I remember
my thinking, I am going to write this in the boxes. Now, I'm going to look at my problem again. I
notice that the numerator (point to the vocab. list) is a 3, representing 3 out of 4 parts. I will shade 3
boxes. Now if I add the numbers together in the shaded boxes, I should get the answer of the
equation. (write on the board 4+4+4=12). So, by using this bar diagram and the numbers that I know
are in the equation, I was able to figure out that 3 4ths of 16 pitches is 12. Lelah threw 16 strikes,
that is a pretty good record.
Formative Assessment:
Learning Goal
Students will be able to identify the
purpose of the bar diagram and its
use in breaking down an equation
to solve it.

Success Criteria
Students are following along and
watching as I work through the
equation using the bar diagram.

Modification/accommodations: Students

Assessment Strategy
I will be able to immediately locate
students eyes as they watch the
presentation and their body is
adjusted facing me, showing their
intent to pay attention.

will be asked to open their books to the example page and enter

in the numbers that I just worked out on the board.

10 min.

Guided Instruction (We do it): Okay now it's your turn to work with me. Let's look at the
problem on the Try It page and work through this together. As you can see there is already a
diagram there. We will simply add the correct numbers. Think in your heads the number we will use
to represent the graph. When I snap my finger let's say the number together (15). Great! Now tell
your shoulder buddy what numbers we put into each section. Remember each section is an equal
portion. (5). Ask a student to volunteer to enter the number of sections into the box on the SMART
Board (3). Ask for a volunteer to use the information to solve the equation. Let's see if we did this
correctly (display the answers on the presentation).
Formative Assessment:
Learning Goal
Students are able to follow the
example in the book and enter in
the correct numbers

Success Criteria
Students successfully enter in the
correct information and solve the
equation using the model.

Assessment Strategy
Proximity to table groups shows
students books are filled in
correctly. Students express
understanding.

Modification/accommodations: ELL

students will be seated in groups with higher level learners to aid in

any comprehension issues. I will make myself available to help with give cues to produce creative
ideas and thoughts. IEP's will be assessed as I move to each table group.
5 min.

Collaborative/Cooperative (You do it together) : For the Practice page please work on

numbers 3; 5; 7; and 9 together. I will be walking around to answer any questions you have but let's
make sure that each member in your group understands how to solve the equations.
Formative Assessment:
Learning Goal
Students will begin to work in a
group to think through ideas
together.

Success Criteria
Students have completed the listed
odd numbers correctly and their
pages show the appropriate work.

Assessment Strategy
Students have been engaged in
academic language and have
correctly completed the tasks.

Modification/accommodations: ELL

students will be seated in groups with higher level learners to aid in

any comprehension issues. I will make myself available to help with give cues to produce creative
ideas and thoughts. IEP's will be assessed as I move to each table group.

15 min.

Independent (You do it alone): Okay boys and girls I can see that you all worked very well
together. Did any of you have any questions? For this last part please work on your own to complete
the evens on pg. 703 and answer the questions on the last page. Be sure to use the provided areas to
draw your diagrams. This is an important step to this lesson.
Summative Assessment: Students will complete the Practice It in class and will see immediate
results through SMART board grading. Home Work pages will be assigned to be completed and
turned in for grading on the next class day.
Modification/accommodations: ELL

students will be seated in groups with higher level learners

to aid in any comprehension issues. I will make myself available to help with give cues to produce
creative ideas and thoughts. IEP's will be invited to sit in a small group with me to work out each of
the concepts and will be excused as they become comfortable with working on their own.

5 min.

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Boys and girls, today we began our Chapter about using different models to solve math problems.
We see these models every day like in pizzas and money.

We reviewed some important words like denominator (as for a volunteer to give the definition, point
to the definition on the wall), numerator, and bar diagram.
Did we hit our objective today? Lets read it out loud together.
I will be able to draw and use models to explore how to find part of a number.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson? This lesson just requires the students hand books and the My Math presentation for Chapter 10 Lesson 1 to
be used interactively on the SMART board.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

This lesson was very easy to follow as far as using the presentation as prescribed by the My Math program. I
was able to use my own personal experiences along with suggested material from the lesson to help the
students. This lesson did not pose any real issues as it is the foundation to the rest of the chapter. I know that
sitting in small groups with students who want additional help gives them the opportunity to be successful.
Several students were specifically invited because I know that they need the help. This invitation almost seemed
a relief maybe because they did not want to look as though they were struggling with the concept. Over all the
small group had about 5 students, (2 of which were invited).
This lesson was taken in by the students favorable. There were no issues that presented themselves that
needed addressing as a whole group.
My only concern will be classroom management when I have my back to the students as I am writing on the
SMART board, so I have made a conscious effort to write in small portions mixed with talking while I am
facing my students.

VOCABULARY

Multiply; Denominator; Numerator, Bar Diagram

Multiply-to find the product of by

multiplying
Denominator-the number in a
fraction that is below the line that is
used to divide the number above the
line.
Numerator-the number in a fraction
that is above the line that is divided
by the number below the line.
Bar Diagram-a model or graph that
is a rectangular box that is divided
up to model number parts.