LESSON PLAN

Name: Sarah Fadness

Date: 3/16/16

Lesson #__3____

Content Area: Math

Grade Level: 5th

Goal(s):
5.NF.B.7.c
Solve real world problems involving division of unit fractions by non-zero
whole numbers and division of whole numbers by unit fractions
5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed
numbers

Planning:
From what I have observed in my field during their math lessons, every
student knows how to multiply from previous lessons and grades as well
as having a multiplication chart on the wall. They have been working with
fractions for a couple weeks and they all have foundational skills. Some
advanced students work on ALEKS, an online math program, and are
already doing middle school level math. When it comes to the mini-lesson
and learning new skills, they have previously seen them and can serve as
a more knowledgeable other for their peers. Their desks are shaped in a
U form, making it really easy to walk around and see if everyone is on the
same page. The students who are ALEKS are dived up throughout the U,
so they are near their peers and can offer assistance. Sometimes there is
an aide in the room during math and he would sit at a table with a few
students to work more individually with them. One student gets taken out
during math time for his speech and language class with the special
education teacher. Because he is taken out in the middle of the lesson,
he needs to be caught up when he returns. The catching up can occur
when the other students are working in their math stations because they
are doing that independently and I can catch up this student.
There is one student in particular that I need to watch because once he is
off track, it is a matter of time before everyone around him is as well. To
keep is focus, I will use proximity to make sure he is on task and will say
cues such as eyes up here or everyone look at me.

Objective(s)::

Students will be able to solve everyday situations (real world word

problems) involving fractions through multiplication or division Good
Vocabulary: Multiplication, division, fractions
Language Function: Solve

Assessment:
Informal: From this lesson, the students will be assessed through a
formative worksheet that they will complete during their math stations. It is
formative because it is not being graded, but rather a check in to see where
the students are at. That worksheet will be used as a form of assessment
because I can take their answers and look over them for understanding of
their application of multiplication or division in word problems. When looking
over the worksheets, I will look to see if students are 1. Reading the word
problem correctly and are implementing multiplication or division accurately
based off of what the problem is asking 2. The students know how to set the
problem up and right it out as an equation (ex. x 20). 3. I will check to
see if they simplified the problem and 4. I will check to see if the answer is
correct. Knowing what I am looking for will help me to efficiently see student
progress as well as who may need remodeling or more attention in my next
linked lesson. Excellent! It is clear what students will have done, and what
you will look for to determine if the objective was met.
Formal: A formal assessment at the end of the unit on fractions could
encompass having students work in a pair giving each a real life problem and
with their peer they have to solve it in different ways including addition,
subtraction, multiplication, and division. They would then create or use
manipulatives to teach the class about their problem. This could potentially
be in place instead of a test and it will have students demonstrating the skills
with going further with having to explain it while still being a summative
assessment.

Materials Needed:

Worksheets
Paper
Pencil
White boards

Markers

Procedures:
Estimated time for the whole lesson: 20 minutes
Introduction (1 minute) (How will you motivate/hook the students)
Hook: What is the main difference between multiplication and division? I
will have that question on the board. Multiplication tells how many
times we are taking a number. Division can tell how many of a certain
number are inside another number.
Demonstration/Participation/Practice (15-17 minutes):

Students will individually think about the difference between

multiplication and division, they will have time to turn and talk with
their neighbor about the difference, then as a group we will have

volunteers share what they talked about with their buddy.

Students will each have a white board and a dry erase marker (one row

at a time will come up to get them).

On the board, I will have a handful of different word problems.
Students will read the problem and on their board they have to identify
if it is a multiplication or division problem. (At this point I just want
them reading the problem and not solving it to see if they can identify
which operation to use.

We will be solving later).

A volunteer will

share why they chose either multiplication or division.

o You have 2/3 of a pumpkin pie left over from Thanksgiving. You
want to give 1/2 of it to your sister. How much of the whole
pumpkin pie will this be? (Multiply 2/3 x = 2/6 = 1/3)
o

You have 2/4 of a pizza and you want to share it equally between
2 people. How much of the pizza does each person get? (Divide
2/4 by 2/1, have to flip it to be so multiply 2/4 x = 2/8= )

A dime is 1/2 inch wide. If you put 5 dimes end to end, how long
would they be from beginning to end? (Multiply x 5/1= 5/2 =
2)

A baker is making cakes for a big party. She uses 1/4 cup of oil
for each cake. How many cakes can she make if she has a bottle
of oil that has 6 cups in it? (Divide 6 / = 6 x 4/1= 24)

Theyll hold up the white boards when they are finished and I can see

who wrote what.

After we have practiced identifying the proper operation to use, we will
solve word problems and apply using the proper operation. I will pass
out the worksheet (Solve Word Problems with Multiplication and

Division).
Well go problem by problem, theyll work on it individually or with a

partner.
After they solve it a volunteer will share how they solved it to the class.

Closure (1-2 minutes):

Instruction time of the lesson has ended. Well talk over our objectives as a
group (Students will be able to solve everyday situations (real world word
problems) involving fractions through multiplication or division.) A volunteer
will share the main difference between multiplication and division. Well
move into math stations. One station has a class activity worksheet (Predict
the size of the results). One station has a review worksheet to allow
students to keep up on their fraction skills. The last station has their online
math on the Chromebooks.
3 Math Stations (45 minutes total with each station being 15
minutes long):

ALEKS students will be online the whole time

Scootpad or Odyssey Math as one station
Worksheet (Predict the Size of the Result) as a station
Fraction review worksheet

Strategies for students requiring additional assistance:

During the lesson, I can walk around to check on students and their
understanding. While they are in their math stations, I can walk around
offering assistance to students who need more guidance. They work in
their math stations with a partner, so I can encourage students to help
their peers out if they are struggling because they not only help a peer
who is in need, they solidify the concept for themselves. If students are
struggling, I can tell them to try drawing a picture of a pizza or candy bar
as a fraction. They might understand the problem better if they can see a
visual.

What is the main difference

between multiplication and
division?
You have 2/3 of a pumpkin
pie left over from
Thanksgiving. You want to
give 1/2 of it to your sister.

How much of the whole

pumpkin pie will this be?
You have 2/4 of a pizza and
you want to share it equally
between 2 people. How
much of the pizza does each
person get?
A baker is making cakes for
a big party. She uses 1/4 cup
of oil for each cake. How
many cakes can she make if
she has a bottle of oil that
has 6 cups in it?

Lesson Self- Assessment

Name: Sarah Fadness
Lesson topic: Distinguish Multiplication from Division
Date: 3/16/16
School/grade level/ number of students: Whittier Elementary/ 5 th
grade/ 19 kids
Name of Cooperating Teacher: Robyn Miceli
Planning and preparation: Describe how your plan provided opportunities
for active engagement. How did you provide for the needs of diverse
learners? Did you adjust your plan in any way? Describe how and why if you
did.
From the feedback that I received from the students after my first two
lessons, I knew they liked interactive activities and they get more out of the

lesson when they are physically doing something. When planning my actual
lesson, I began by looking at the Common Core math standards for dividing
and multiplying fractions in word problems and then created my objective
based off of it. Knowing the standard that I was teaching to and my learning
objective for the students allowed me to create an assessment for me to see
if students were understanding the material.

I had created word problems

involving fractions with the purpose of reading them to figure out which
operation (multiplication or division) should be used in order to solve the
problem. My goal for them with the white boards was to not solve the actual
problem, but to have them think deeper and read the problem more closely
to see what it was really asking. After they read it closely, they could see
what the problem was asking and they thought of the operation that needed
to be used in order to solve it. The use of white boards created active
engagement for them while it was nice for me when they held it up with
what operation they thought it was. In order to provide for the needs of
diverse learners, I followed what my cooperating teacher does, and had the
lower level math learners at the kidney bean shaped table near the front.
That allowed me to keep a closer eye on them and intervene to clear
something up if needed. Also, they were close to me, so they could ask me
questions if they did not want others to hear. My plan was adjusted by a fire
drill which went off in the middle of my instruction and I added more time.
The fire drill scared me when it went off and all the kids jumped up and made
noises.

We left everything where it was and with standing outside and

transitioning back, it was a solid ten minutes taken away. Once we got back
into the room, it was hard to keep them focused. My cooperating teacher
tells me that it is easy to lose them and I could tell that I was beginning to.
It was difficult to reign them in.

My cooperating teacher warned me that

they are having difficulty with story problems and fractions, and I could tell
that they were having trouble distinguishing when they should use which
operation. Because of their difficulties, I added more examples and we went
longer.

I could tell that they needed that extra time to better help their

understanding.

While inconvenient, you now have the experience of

unplanned interruptions and you had to make decisions about how to

proceed. Its understandable that students would have difficulty focusing
again after being outside especially if the content itself is challenging.
Adding extra time, as long as its allowable, seems like an appropriate
modification.
Classroom environment: Evaluate the ways in which your encouraged
student participation. How did you elicit student responses? How did you
engage them in responding to you and each other? Evaluate your plan for
individual, small group and/or whole class work. How effective were these
different organizational techniques for keeping students involved in your
lesson?
They do a free write every morning on a different topic in their
journals. Todays was on James Madison be the oldest of 12 kids and if they
would like eleven siblings. I elaborated off of that with a fun fact that the
president song, Hail to the Chief, was written because of him. He was a little
guy, so when he would walk into a room, no one knew he was the president.
He then had this song created, so it would be played when he walked in a
room and everyone knew the president was there. At first they did not know
the president had a song, but after I hummed it, they seemed pretty
fascinated! I elicited student responses by prompting them with questions
about multiplication and division and I allotted time for them to turn and talk
with their peer about them. That helped to get their talking out and at the
same time, it was related to the content. My plan for the students was to
read the problems on the board as a class then they individually wrote down
on their board which operation it was. Small group work was done during
math stations where they could ask their peers questions and serve as an
expert other. As a class, we used white boards and went through example
problems to see if it was multiplication or division. Also, as a group, we went
over a few examples on their worksheet that was to be done during their
math stations. This served as a form of remodeling and demonstration. I

saw that they were struggling with deciphering between the operations and
this helped to clear things up a little bit. The class is chatty and after the fire
drill, they were very energetic. I do believe that having them use the white
board was a good thing, it created more active engagement for the students
having to write the operation down instead of just verbally saying it out loud.
Instruction: Evaluate your choices of instructional strategies. Did they have
the effect you intended? Were the needs of all learners met? What changes
would you make if you repeated this lesson?
From my first two lessons I learned a lot about the students and how I
could help them to take the most out of the lesson.

Because of that, I

wanted to include the white boards again. I used them in my first lesson and
they were great. This lesson was harder because after the fire drill everyone
was thrown off and just wanted to draw. Although they were antsy, the white
boards were nice because I could easily check to see what they were writing
and from that, I could guide the instruction. I wanted that part to be done
individually, so I could see what each student knew verses working with a
partner, it may not be their own ideas/thoughts. Good idea. After they raised
their boards, I looked to see where we were at. From the first time the class
raised their board, they all got it incorrect. That helped me gauge how in
depth I had to be. It also helped me to see what prior knowledge of it they
have prior to this lesson.

I then tried to be very explicit when I was

explaining which was correct because I did not want to steer them in the
wrong direction.

After we went through more examples, more and more

were understanding.

That was when I started having student volunteers

explain it to their peers and I summed it up after them. Nice way to gradually
release responsibility as well. That allowed them to hear it from two different
people. This had the effect that I intended. I wanted students to really read
the problem and focus on what it was asking verses physically solving it.
They were able to read closely and develop better understandings.

We

moved into a worksheet as a class where we did the first few problems

together as a form of modeling.

On this worksheet we were solving the

problems, so students had to read closely, figure out what the problem was
asking, decipher which operation to use, and solve the problem. Going over
the first couple together helped students to see what they will be doing on
their own. A student read the problem, another student summarized, and
they solved it individually while I walked around assisting some.

After,

someone who I know got it correct, shared with the class what they did to
solve it then I summarized what the student said. We did this for two more
problems.

Students transitioned to math stations where they could work

individually or with their partner while I walked around helping. If I were to

do this lesson over, I would have brought some sort of physical
demonstration in. Because this is the first lesson of my linked lessons, I plan
on doing that the next day. Sounds like a good idea
Assessment: What assessment processes did you plan and how did they
work? What did you learn from listening to student responses, examining
their work or listening to their interactions? How well did your assessment
procedures inform you about student attainment of your lessons objectives?
My assessment was based off of a worksheet from the Common Core.
It was an informal, formative assessment that allowed me to see where
students stood after the lesson. The assessment worked because it did allow
me to see where the students stood in regards to multiplication and division
of fractions. From previous conversations with my cooperating teacher, my
observations, and their worksheets, I can tell they definitely need a follow up
review.
objective.

The assessment informed me that they are not yet at the lesson
At times they were able to read the word problem, figure out

which operation to use, and solve it correctly, but many times they mixed up
whether they should multiply or divide.

Because this is my first linked

lesson, I adjusted my second linked lesson (which is the next day) to

accommodate for reiteration and demonstration.

I can tell that this class

needs more time to learn the material which is why I will begin the next

lesson with a physical demonstration to show them the difference and get
them involved in it.

Your assessment gave you important data regarding

student learning. As a result, you are able to plan/modify your next lesson to
meet their needs. Thats exactly what assessment data should do for you!
Professional responsibilities: What did you learn from your cooperating
teachers feedback on this lesson? How will you apply it to future lessons?
With each lesson I have ever done, I email it an acceptable amount of
time in advance to my cooperating teacher. She looked it over, emailed me
saying it looked great, and that the activities should be good for them. She
pre-warned me the day of that the students were struggling with the topic.
They definitely were struggling and I had to adjust to it.

My cooperating

teachers feedback from my lesson were many things that I had noticed
myself. The students checked out because they were confused and started
playing with their markers and that they were having trouble with the
concept. I definitely noticed both of those. After we were able to talk about
the next lesson and how to incorporate a little visual review in the beginning.
She suggested it and I totally agreed, I saw that they needed it. For future
lessons, I am going to add flexibility. I had to be flexible and go at the pace
they were learning at and I am going to try to be even more flexible in future
ones. Good idea you cant move ahead if theyre not with you, and
sometimes no matter how prepared you are, the students just arent ready
yet.
Reflection: What did you learn about student learning and assessing from
this lesson? How will it affect your planning for future teaching?
With each lesson that I do, I learn more about myself and the students.
One of the big takeaways from this lesson for me is the idea of being flexible
with math.

Granted I know how to do these word problems, but I am

relearning them in new ways right alongside them. It is difficult coming once

a week and I do not what examples they have seen or what ways the teacher
prefers to have them solve the problems. They multiply using a butterfly
method that I have never heard of, so when a student asks for help, I do not
know how to help them in that certain way. Can students demonstrate this
process for you? It would be good to learn, and really good for students to be
able to teach what they know. When it comes to thinking on my feet for
math, I am not the quickest. I want to work on ways to better demonstrate
or explain ideas. I know what I want to say in my head, but I want to work on
getting it out without confusing them more. My goal is to be able to think
about more math examples on my feet. I want to be able to give students
numerous examples, hoping that one of them sticks. For future lessons, I am
going to continue to discover new interactive ideas to bring to the classroom.
Also, I want to think of a couple ways to explain an idea, so I am not put on
the spot or do not know what to do when students are not understanding.
These are good ideas. Try to include a variety of examples and explanations
in your plan, that way theyll be ready for you if you need them. If you dont,
no harm no foul, but the thinking you do ahead of time will help you feel
even more prepared.