Student Teacher: Maddy Barrett Date: 2/4

Subject: Math Lesson Topic: Addition/ subtraction of whole numbers & Fractions

Grade: 4th Length of class: 30 minutes

Learning Objective (performance, conditions, criterion):

Students will be able to multiply a whole number by a fraction using models they draw.
Student Friendly Objective:
I can multiply a whole number by a fraction using a model representation.

State Core Standard Alignment:

Strand: Number and Operations- Fractions (4.NF)
Build fraction from nit fractions by applying and extending previous understandings of
operations on whole numbers.
Standard 4.NF.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model
to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 =
(1/4).

Core and Supplemental Materials:

Teacher Materials: Student Materials:
White board Marker
Fraction template White board
Marker Fraction template
Lap top
Flash cards

Context for Learning:

Organization of the
students (e.g., small small group, individual work
groups, whole group,
partners)
Pre-Lesson Assessment
Data I’ve been working on fractions and multiplication with these students.

IEP Goal Links

(Also describe individual Understanding multiplication with fractions
student modifications &
accommodations)

Pre-Instructional Set: (Approximately 3 minutes)

Gain students’ attention #/minutes
(Activity and Script) Today we are going work with fractions and
multiplication of fractions. We will draw models to help (30 seconds
to 1 minute)
us understand what multiplication of fractions looks like.

Inform students of Learning objective: I can multiply a whole number by a #/minutes

learning objective(s) fraction using a model representation.
(30 seconds
to 1 minute)
Behavior objective: I can work independently to complete
 math problems.
“This is important to #/minutes
know because…” This is important to know because fractions are a part of
(Informed instruction) our everyday lives. We use fractions when we bake, when (30 seconds
we drive our cars, when we share food with friends. to 1 minute)
Multiplication of fractions is important for times when we
need to double our recipes when baking. It is also
important to understand fractions and multiplication of
fractions to understand percentages. We often use
percentage when working with money.

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to Basic understanding of what a fraction is. #/minutes
review, if applicable
(2 to 5
minutes)
Review of prior Sevanna and I have begun to work on how to break a #/minutes
knowledge, if figure into equal parts in order to represent fractions.
applicable Bryce was absent during this time. (2 to 5
minutes)
Vocabulary to pre- #/minutes
teach, if applicable equal, mixed numbers, whole numbers
(2 to 5
minutes)

Instruction: (Approximately 20 to 40 minutes – depending on length of class)

Explicit Modeling of I will show the students a couple examples of how to split #/minutes
Skill (what cognitive a figure into equal parts.
steps should the We’ll start with splitting the whole in half, then in fourths,
students be using to then eights. I’ll demonstrate a few tricks for how to make
successfully perform the parts equal.
the skill?)
(10 to 15
(I DO IT) I will then show the students how to complete a minutes)
multiplication problem for using the diagrams we built.
2x¼

Guided Practice We will work on their first multiplication problem #/minutes

(WE DO IT) together.
(5 to 25
minutes)
3x½
2 x 3/8
7 x 1/6

Strategies to check for I will be watching Sevana during the Guided Practice and
understanding asking her questions to check for understanding.

Independent Practice I will ask Sevana to complete some problems on her own
(YOU DO IT) using the white board. We will check each answer
 together.
2 x 7/8
5x¾
1x¼
6x½
If needed, how will you address re-teaching of specific skills.

Assessment:
Concrete and tangible
assessment to know Each student will complete a few multiplications of fraction problems
whether students have on a piece of paper that I will collect the end of our lesson.
met learning objective

Closure: (1 – 5 minutes)
Organization/transition #/minutes
routines (e.g., put
assignments in folders, Students will be asked to go home and ask their caregiver/
prepare for bell, guardians how they use fractions in their everyday life.
transition to next They will write these answers down (bullet point is fine, I (1 – 5
lesson/activity just want to see that they’ve done it) and we will discuss minutes)
what they found next time.