Lesson Plan Template 

MAED 3224 
Subject: 5
​ th Grade Math   Central Focus: D
​ ividing fractions by whole numbers 

Common Core Objective: 5 ​ .NF.7 Apply and extend  Date taught: ​3/21/2018 
previous understandings of division to divide unit 
fractions by whole numbers and whole numbers by 
unit fractions. 
Daily Lesson Objective: S ​ tudents will be able to independently divide fractions by whole numbers using 
strategie such as tap diagrams or number lines. To show mastery, the students must receive 8 out of 10 
points on an exit ticket.  
Prerequisite knowledge and skills needed: p ​ artitioning a whole into multiple, equal parts; division of whole 
number; knowledge of fraction values (two equal parts is two halves of one whole) 
 
Activity  Description of Activities and Setting  Time 
1. Engage   To begin the lesson, students will be given the  5 minutes 
following problem and will be asked to solve it in 
their table groups (about 2 minutes): 
Last night, Sarah’s mom made lasagna for dinner, 
and half of the lasagna was leftover. Sarah and her 
two brothers decide to split the lasagna evenly for 
lunch the next day. What fraction of the whole 
lasagna did Sarah and her brothers have for lunch?   
After giving students some time to solve, ask a few 
students to share their discussion and their answer. 
2. Explore   The problem from the engage will be reviewed with  15 minutes 
(including solutions of major tasks)  the students using a strip diagram. The students will 
then be asked to try to solve ⅓ divided by 4 using a 
number line on their own. After being given about 
two minutes to do this, students will be asked to 
volunteer to share their answer and how they used 
the number line, and this problem will then be 
reviewed with students if needed. Students will then 
practice dividing fractions using strip diagrams and 
number lines. Work through more practice 
problems. Half of class solves with strip diagram 
and the other half will solve using a number line. The 
first problem will be ⅕ divided by 5, half the class will 
solve using a number line and the other half with a 
strip diagram. The next will be ⅛ divided by 3, and 
the class will switch from which method they used 
previously. Finally, students will divide ⅓ by 7 using 
the method of their choice.  
 3. Explain   Review dividing fractions by a whole number, and  10 minutes 
emphasize that when we divide fractions, we are 
looking for the number of parts from the original 
whole. So in ¼ divided by 4, the entire whole ends up 
being divided into 16 parts. This is because we are 
dividing ¼ into 4 equal parts. Also discuss how this 
is shown on number line. Each fourth of the number 
line is divided into four equal parts. So the entire 
number line is divided into sixteenths.  
4. Elaborate/Extend   For a challenge: Students will create a word problem  n/a 
that involves dividing a fraction by a whole number 
and try to solve this problem.  
For struggling students: Continue practicing using 
whole numbers from 2 to 9 and fractions from ½ to 
1/9. Students will choose from a two stacks of 
cards, one containing whole numbers and the other 
containing fractions 
5. Evaluate   Students will respond to the following exit ticket  1-2 minutes 
(assessment methods)   problem on sticky notes: 
There is ¼ a pan of brownies to be shared by 6 
friends. What fraction of the original pan of 
brownies did each friend get? Draw a picture or use 
a number line to help you solve.  
Students can earn up to 10 points: 
3 points for a picture (CU) 
5 points for a correct answer (PS) 
2 points for showing procedural fluency (number 
sentence, etc.) 
Materials/Technology: p
​ encil and paper, SMARTboard, sticky notes; enVision math 2.0, 
Teacher’s Guide