Towson University

Department of Secondary Education

Lesson Plan Template
Name: Garrett Maternick

Date: 2/29/2016

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
I am teaching a 4th grade math class of around 20 students. The class is divided into 6 groups of
around 3-4 students per group. There are a few IEPs for students with behavioral issues. In
addition, many of the students are very low achieving. Math and reading scores measure below
grade level for some students.

Unit: Math/Fractions
Lesson Topic: Multiplying Fractions
Lesson Length: 60-75 Minutes
Prior Knowledge (How do you know the students are ready for this lesson?):
Students will be prepared for this lesson because they will have learned the basics of
multiplying fractions. The class has been working with fractions for the past few weeks. Prior to
multiplication, they worked with addition and subtraction of fractions. In addition, everyone had
plenty of practice in converting mixed numbers to improper fractions and vice versa.
BCPS States: In prior lessons, students learn how to write a fraction as a product of a whole
number and a unit fraction, they also learn to how to add fractions and mixed numbers.

Alignment:
MP.2:
MP.4:
MP.7:
MP.8:

Reason abstractly and quantitatively.

Model with mathematics.
Look for and make use of structure.
Look for and express regularity in reasoning.

Objective:
SWBAT: Multiply whole numbers by fractions by using a variety of models and representations.

Materials Needed:

Morning Work Handout

Envision Math 2.0 student work book
Packet 1: Multiplication Using Models
Packet 2: Multiplication Using Models
Computers For Ascend
Gumballs Extension

Technology Integration/Needs:
Students will use the computers to play games that are centered on the
multiplication of fractions. Every student will have an opportunity to use the
computer because the three groups of students will be rotating every 20
minutes.

Lesson Procedure:
Opening Activity (describe your warm-up/engagement/hook/motivation):
Students will begin the morning with arrival, breakfast, and morning work. The
homeroom period will last until around 8:40 or 8:45. Students are to complete the morning work
worksheet Tasty Treats while they eat. This handout focuses on writing mixed numbers for the
pictures of food.
Time Allotted: 20 min.
Adaptations (for IEP, ELL, culture, and other special needs):
No Adaptations needed. When a student finishes his/her morning work, they can help a
struggling student at their table and/or finish their breakfast quietly.
Transition (explicitly linking concepts/activities/objectives):
Okay everyone, now that we are finished with breakfast, lets divide into these groups. Listen
carefully. If I call your name you will be in the front of the room with Mrs. Kelly. The next group
if I call your name you will be in the back with me. And the last group if I call your name you
will be working quietly at green and blue table on ascend learning with the computers.
Activity 1 (describe activity):
First group will start going over their math packet with Mrs. Kelly in the front of the room or at
yellow tables. Mrs. Kelly will model the first problem (and the second problem if needed) then
the students will complete the packet independently. Students who are excelling in the group can
also help the struggling students.
Second group will be with me at the red tables. I will model the first problem (and the second
problem if necessary) then the students will work independently to complete the packet. Students
who are excelling in the group can also help the struggling students.
Third group will be quietly working on Ascend math games back at blue and green tables. If they
cannot work quietly, then they will be asked to return the computer and finish the math packets
and/or the extension activity.
Time Allotted: 20 minutes per group.
Adaptations: Students who are struggling will receive additional one on one help
from the teacher or exceling students in the group.
Additional Activity(ies) -- add as necessary with adaptations and transitions:
If we are finished with the group work and there is still time remaining, then I will pass out the
extension activity labeled Gumballs.
Closing Activity (summarize learning and/or revisit objective):
Students will be revisiting the objectives by completing the extension/exit ticket labeled
gumballs.
Extension/Follow-up (homework, etc. optional):
Homework will be given at the end of the day.
Safety Valve (What will you have students do if you have time left in class?):

If extra time is left in class, then we will begin science. We have a lot to learn about the STEM
fair project and the scientific method.