Lesson Plan Template

MAED 3224
Subject: Fifth Grade (5th) - Mathematics - Number Central Focus: Multiplying Fractions
and Operations - Fractions

Common Core Objective: Date taught: March 21, 2018

5.NF.4 Apply and extend previous understandings

of multiplication to multiply a fraction or whole
number by a fraction.

Daily Lesson Objective:

Performance- Students will be able to draw a picture and write an equation to solve a multiplication
problem involving fractions.

Conditions- Students will independently draw a picture and write an equation to solve a multiplication
problem involving fractions.

Criteria- Students are expected to earn 8 out of 10 points or 80%.

Prerequisite knowledge and skills needed: Students should have background knowledge and experience
with using manipulatives and explaining their thinking processes while modeling a mathematical problem.
Students should also have background knowledge of multiplication standard algorithm or other multiplication
strategies. The students should have background knowledge of multiplying a whole number by a fraction
and the components of a fraction like numerator, denominator, and etc. The students should have skills that
include the following: sentence symbols, equation set up, problem-solving, and other skills.

Activity Description of Activities and Setting Time

1. Engage Teacher will begin the Math lesson by using the 5 Minutes
GFletchy 3 Acts Lesson video called “How Much
Dew.” This video allows students to create and/or
build an understanding of multiplying fractions using
visual models of partial products. By showing the
video to the students in the classroom, this allows
students who need visual and/or verbal aid a
learning opportunity. The teacher will begin by
showing the Act 1 video, which the teacher will then
ask the following questions and record the students’
answers:

“How many cups of Mountain Dew were consumed?

How many cups of Mountain Dew is left? Estimate.”

“Write an estimate that you know is too high and is

too low.”

Students will turn and talk to their table groups to

discuss the questions, information that they may still
need, and their estimations.

The teacher will then move on to Act 2, which

provides the students information that they still need
to begin solving the problem. The teacher will
provide the students time to solve the problem and
discuss with their peers their new findings. The
teacher may ask the following questions:

“How does this new information help you solve the

problem?”

“What are some of the steps that you may take first?
Why?”

The teacher will then finally move to the Act 3, which

shows the students the solution to the problem. The
teacher will allow the students to share their
solutions and strategies based on their findings. The
teacher will ask the following questions:

2. Explore
(including solutions of major tasks)
“How reasonable or close was your estimate?”
“What is a strategy you could use next time to help
solve the problem or a similar problem?”
To access the 3 Acts lesson, click on the following
link: https://gfletchy.com/how-much-dew/.
The mathematical task that the students will perform 25 Minutes
and the teaching will model is multiplying fractions
by fractions. The teacher will begin by presenting a
fraction bar that they will be using to multiplying
fractions by fractions. The teacher will ask the
following question:
“What do you notice is different?”
The teacher will then explain that one half of the
whole is shaded and the other half is not. Then will
continue to ask the students the following question:
“If we put stripes in half of the shaded part. Then,
what would the fraction bar look like?”
“Where would I put the line to show one-half of the
part that is shaded?”
The teacher will then draw a vertical dotted line to
show a half of the half. Then the teacher will add
stripes to the half of the half.
The teacher will then discuss and question the
following:

“This representation show that we are finding what

one-half of one-half is, which is the part that is
striped. What is our answer? What part of the
fraction bar is striped? How do you know?”

If the teacher notices that students don’t understand

that the answer is ¼, then the teacher will also divide
the unshaded part of the fraction bar in half as well.
This allows the students to visualize four equal parts.
Also, the teacher will state “We are finding a fraction
of a fraction or a half of a half is striped. So, how
can we write this using numbers and what is the
answer?

The teacher will then create the “How Much of the

Bar is Striped”

“Why is this problem a multiplication problem?”

“Referring to the table, why is our two factors both
½, but we get 4 as the denominator in the answer?”

The teacher will pass out the worksheet below:

The teacher will ask the students to look at the first

problem and state that we will work on this problem
together as a class. The teacher will follow the same
process as they used for ½ x ½. The teacher will ask the
students where to place the dotted line to show one-
third of the shaded part. The teacher will continue to
stress the importance of finding fractions of fractions
concept. After finding the answer to the problem, the
teacher will fill in the table with the students’ guidance
“⅓ of ½, ⅓ x ½, and ⅙. The teacher will ask the following
question based on the problem:

“Why is the answer in sixths and not in halves or

thirds?”

“Do you see a pattern?”

Students will then work in small groups to complete

the remaining problems on the worksheet based on
what the teacher just modeled to them. Questions
that the teacher may ask the students while working
on the worksheets is the following:

Questions:

“What do you need to find?”

“What numbers do you need to use?”

“How did you know that was the correct answer?”