DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Chai Sanders
Grade Level: _5_
Title: Lesson 6: Multiply Fractions
CONTEXTUAL FACTORS (classroom factors)

My Math Chapter 10 Lesson 3 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 5: Interpret multiplication as scaling (resizing)
Standard 6: Solve real world problems involving multiplication of fractions and mixed
numbers, e.g., by using visual fraction models or equations to represent the problem.
Content Walk-Away: I will be able to multiply fractions.
Language Walk-Away: I will be able to read, write, and multiply fractions.
Vocabulary: Review-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 students will be able to multiply fractions

IEP-Use the Dry Erase Board

to post several example
equations. During
Independent Work: Small
group sessions to work

Language Walk-Away Evidence (Summative):

The students will be read, write, and multiply fractions.

together
Approx.
Time
5 Min.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge: I remember one of the lessons that I learned when
adding numbers together was that I could save time by putting common numbers together first like
5's and 10's and then adding the rest up separately. What other adding or subtracting strategy did
you learn that you still use today? (wait, call on a girl in yellow).
Our objective today is, lets read this together (written on the Wall):
Review the vocabulary words from yesterday.
Formative assessment:
Learning Goal
Students will be able see how they
have learned strategies that they
continue to use in math today.

Success Criteria
Students are able to connect past
experience with current purposes

Assessment Strategy
Students show their participation by
raising their hands to answer my
questions about the apple.

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.) Remember that our Essential Question for this chapter is ,"What strategies can be used
to multiply and divide fractions?". Today we are going to strengthen you knowledge of multiplying
fractions by show you a simple strategy. If I read Franco's pizza problem I will see that it is a
multiplication problem involving fractions. I know that when I multiply fractions I will always
multiply the numerators to each other and then the denominators to each other. The product will be
simplified if needed to give me my final and correct answer. The problem that I have come across in
the past is that sometimes, the product has very large numbers to reduce or the equation itself has
large numbers to multiply together. If I look at Franco's problem, I see that I need to find how much
of the original whole pizza did his friend Diendra eat. One ways it to multiply the numbers and then
reduce the answer. So I would reduce 6 12ths to 1 half. Another way is to reduce first before you
multiply. You can reduce a number from the numerator with a number from the denominator. So in
this case I can reduce the 2 to a 1 and the 4 to a 2. The 2 3's (top and bottom) will both reduce to 1.
So now when I multiply the problem I get 1 half. The reducing is done sooner, before you have to
work with any large numbers. For some this may be a great strategy and for others it may not, but it
is available if you want to use it.
Formative Assessment:
Learning Goal
Students will be able to see the
benefit of reducing fractions before
they are multiplied.

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

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.

Modification/accommodations: Students

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.

Collaborative/Cooperative (You do it together) : Work with you table groups on the odd
numbers on page 741. If you have questions, now is a good time to ask them so that we can work
them out together.

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): For the next 15 min. you will work independently on the even
numbers and all of the problems on the back. We'll then check your work and resolve any other
misunderstandings.
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.)
Today you learned to choose a strategy that works best for you. For some it's easier to reduce and
resize fractions before they are multiplied together. For others, it's just easier to do it after they have
figured out the solution.
Did we hit our objective today? Lets read it out loud together.
I will be able to draw and use models to explore using a model to multiply a fraction by a fraction.

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 was a very simple lesson to put together. Essentially I really just followed the prescribed order from the
SMART board presentation. As I reviewed the lesson before presenting it, I did not see anything that would
have been miss-understood.
Scheduling time for the small group sessions has been a big help. This is an opportunity to gage how the
students are digesting the information. This includes the IEP's that I invite to the table. One of these students is
one that is a part of my TWS (S1). He has really shown that he understands what is being taught. But I found
this understanding only comes when he chooses to participate, do the practice work, and do the home work. I
feel as though that I am getting more out of him in math than in language (a whole other story).
There have been a couple of times when the instruction seems to bore the students. It's at these times that I
try to come up with a story or experience that ties into the math. To take the participation another level, I ask for
a volunteer to share a similar situation. This strategy seems to work well and I will most likely continue on with
it.