Lesson Plan

Name: Halima Saif Ali Qudaid AL Grade Level: CCSS Math Strand:
Shehhi
Grade 5. Number and operations Fraction
CCSS Standards:

Apply and extend previous understanding s of multiplication to multiply a fraction or whole number by a fraction.

Main Lesson Aims (Concepts, Procedures, & Processes):

Students will able to multiplying whole numbers and fractions by using models and by writing the
answer in the workbook.

Materials:
teacher books Chapter 11 lesson 1. Pages from 651 to 656.

student book(s) Chapter 11 lesson 1. Pages from 651 to 656. Practice 659
worksheets/ Our lovely kite.
papers
teacher Ipad.
materials Marker.
student File for each group that had a material.
materials/ Poster that will used for puzzle.
manipulatives Super Mario game board.
Box for game board.
technology Classroom timer lite app.
Select the name app.
Key vocabulary with definitions (and pictures if appropriate):
word glossary definition
Fraction A fraction is a number that names equal parts of a whole or parts of a set. A fraction
represents division of the numerator by the denominator.
Multiple A multiply of a number is the product of the number and any other whole number.
Whole number (0,1,2,3,4.)

Students Prior Knowledge:

The students already knows how to use model, multiply and division number.
Possible Problems and Misconceptions:

Using the numerator and ignoring the denominator When asked to find 23 of 9 objects, finding 2 objects out
of 9.
 Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge): Time
Super Mario board game: ( Review multiply time )
10 minutes.
The teacher will introduce the rule of the game:
1. Material: Each group will have their own board game that includes
a different material which is small ball, dice and question card
2. Rule: they have four symbol on the game which is :

3. How to play:

4. The students who is will winner they will get a key from the box and
come on the board to take the key word of our lesson and find the
answer on the key.

Core (introduce and practice new concepts & procedures): 20 minutes

Teach students how to multiply whole number and fraction.
The teacher will teach students how to multiply whole number and fraction by
using two different strategic:
By using model that will be :
2
Example: 3 3 =
First: writing repeated addition:
2 2 2
+ + =
3 3 3
2
Second: draw three rectangle to modeling 3
2
Third: shade 3 for each model.
Fourth: How many total section for the models are
shaded?
Fifth: modeling the answer.
 Writing as fraction:2.
Dont forget that the answer is should be in simplest
form.
Division then multiply:
2
Example: 3 3 =
Divided the whole number with denominator.
The answer that founded in division they will multiply by
the numerators.
That will be look like:

Group activity puzzle

The students will working as a group to finding the product. That will be in each
group will have a four pieces of the puzzle.
In each pieces they have something to do:
First pieces: equation.
Second pieces: modeling.
Third pieces: answer.
Last pieces: simplest form.
I will give 3 to 5 minute to finish this activity.
From each group they will get one students to come on the board and teach other
group for how they find the teacher.
Close (wrap up, discussion, brief review activity or assessment): 15 minutes
Assess the students by using two activities one will be individual and the
other will be in group.
1. Pair activity: (our lovely kite) each two students will have an A4
paper with instruction to what they doing. While they have one
colorful paper that will create the kite in the kite they will writing
the answer and how they founded. We have two equation. That each
students will take one equation and solved.
2. Home work: the teacher will give the students the home work on
the book page 659. Question (2,3,4).

Feedback:

6/5/15
11/5/15 = Orange
Planning for learning
- Excellent lesson plan. It is well written and extremely detailed. Did you meet your objective?
How do you know? What proof do you have that shows your objective was met?
- Objectives were met and there was an assessable outcome to prove it was achieved.
 Students will able to subtract unlike fraction by using butterfly method and write the procedure
correctly.
- Good introduction to the lesson.
- Lexis of the topic was recycled butterfly, subtract(ing), multiply, factors,
- The methods used were written on the board. Be careful with spelling. On the PPT = unlike. On
the board + unlik]
- Good that you correct the Ss and give them an opportunity to recorrect. Dont be afraid to tell them
if their answers are incorrect. It is your duty as a teacher.
- Materials are well made and appropriate.
- Had the answers written down on paper. Good method to make sure you correct the Ss correctly.
- The materials were excellent. Everything was there and well organized.

Instructions

- Instructions are well described and demonstrated but did Ss repeat the instructions? ## see
suggestions below
INSTRUCTIONS WERE WELL GIVEN. Walked around and modeled what she wanted.
Timing
- Your activities take a lot less time than what is written on your plan.
- You managed to get in all the work/activities you planned for. WELL DONE

Strategies of learning
- Throw the ball to choose people to do the problem.
- Gave Ss time to work through the problems. # see suggestion below
- Modeling of the correct way on the board.
- Use of timer to make sure the lesson sticks to the correct timing.
-

Managing Learning
- Has a good presence with the Ss. She is knowledgeable thus the Ss trust her.
- Was present to help those Ss who needed it.
- Do you have a point system to reward good behavior? This was discussed and Halima said
that it was not really used all the time. The Ss are intrinsically motivated. They dont need
the extrinsic reward.
- Halima has really good structure to her lesson. Her modeling uses numbers and pictures to meet
the needs of all learners.
- The answer is . Doesnt say it is wrong. I like that.
Suggestions
# - Why did you do it on the board? What is your reason? Could they have done it in groups/at their
tables.
The lesson was much more Ss centred. You had them in groups and in charge of their learning. Good start
to the lesson having them play Super Mario.

Modeled the correct terminology and pictures.

## Is there a reason you dont ask them to repeat the instructions? Why do you think it is important to do
this? What does your MST do? This area improved. Instructions were clearly delivered and modeled so
the Ss knew exactly what to do.

Focus for next lesson

Reflection:

On this lesson I used a different activity that can students to motivated and learning from it. I use individual,

pairs and group activities. For individual activity that I give the students the homework that doing at home

and came at the second day and I will check for them. Otherwise, for the pairs activity that students working

together to create the kite and writing the answer on the kite. On the other hand, for the group activity we

have the puzzle that students was complete the puzzle to finding the answer because each pieces are

completed from the other. So the students was working together to finding the answer and complete the

puzzle on the board then they will coming on the board and explain for other students how they solving the

problem that had. This kind of the activities is good for the students in classroom to let them cooperation

between each other. Otherwise to let the students understanding the lesson.