LESSON PLAN

Name: Sarah Fadness

Date: 3/17/16

Lesson #__4____

Content Area: Math

Grade Level: 5th

Goal(s):
5.NF.A.2
Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators
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 determine whether to solve a word problem

involving fractions using addition, subtraction, multiplication, or
division, and then they will solve the word problem using the
operation.

Vocabulary: Addition, Subtraction, Multiplication, Division, Fractions,

Operation
Language Function: Determine, Solve

Assessment:
Informal: The informal assessment will be based off of their worksheet
during stations (Choose the Operation). When looking over the worksheets, I
will look to see if students are 1. Reading the word problem correctly and are
implementing addition, subtraction, 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. Good this information will make assessing their work much
easier!
Formal: This serves as a review for the students because they have been
working on fractions for a few weeks and will soon be formally assessed.

Materials Needed:

Worksheets
Paper
Pencil
Bingo Cards
Math notebook

Procedures:
Estimated time for the whole lesson: 20 minutes
Introduction (1 minute) (How will you motivate/hook the students)
Hook: They have been learning about fractions for a whole and were
going to review them through playing fraction bingo. But this isnt the
introduction to the lesson. How will you engage/hook them so that they
are motivated for this math lesson?
Demonstration/Participation/Practice (15-17 minutes):

Each student will have their math notebook, a pencil, and a fraction

bingo card. (There are five versions on the bingo card)

I will put up a fraction problem on the board, they have to solve it in

their math notebook in order to see if it is on their bingo card.

After each problem, Ill have a volunteer share how they solved it.
Well keep going until someone wins with solving the problem, and

having a volunteer share how they got the answer.

I would not be able to teach this lesson in your absence as it doesnt
include enough detail. What are the fraction problems? Answers? What

do the cards look like, etc.?

The game does not get at when to select the appropriate operation,
which was a main component of your objective. If that is happening
during a station, you need to include that portion in your plan as well.

Closure (1-2 minutes)

Today we did a review on fraction operations. The review helps to prepare
you for quizzes coming up. Today in math stations, we are going to continue
to review fraction operations. One station has a worksheet (Choose the
Operation) and the other is a review word problem worksheet. The last
station is online math. How can you involve students in the closure to see

what they learned?

Math Stations (45 minutes):

ALEKS students will be online the whole time

Scootpad or Odyssey Math as one station
Worksheet (Choose and Operations) front and back
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.

Lesson Self- Assessment

Name: Sarah Fadness
Lesson topic: Review Operations with Fractions
Date: 3/17/16
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.
This lesson was the second one of my linked lessons.

I planned

accordingly based off of what I hoped to achieve in the first lesson, but
definitely adjusted it based off of how the first lesson went the day before.
From my first lesson, I saw that they were collectively struggling with the
material, so I re-evaluated with the help of my CT and added a more active
real life situation for the students to solve. I went out and bought a bag of
Starburst. I counted 80 pieces in the bag and created math problems for

them to solve based off of it. Why wasnt this part of your lesson plan? I had
students count aloud with me, I had some come up and help me put the
candy in bags, and I had bingo for them. Everything was academic and they
were practicing skills, but it was fun and they did not realize they were doing
something educational. I provided for the needs of diverse learners through
visuals (candy), kinesthetic learners through bingo, and auditory learners
through restating and summarizing fraction operations.

I chose to go bingo

because it was a fair chance for all students to complete the problems. I did
not want to put the kids in groups to play a review game because from
knowing the students, I knew some kids would get lost in the group. Those
kids would not get anything from the review and I did not want that to
happen. I thought bingo was a great way that 1. Students would solve the
problem individually 2. Hear a peer explain it and 3. I would sum it up.
Sounds like a very good way to get at individual understanding in a
fun/engaging way. It was a pretty hectic day at Whittier. It was the last day
of school before a long weekend, it was the Guidance Counselors last day
and he came in to do an activity with the kids, and a lot of staff/teachers
were out, so substitutes were constantly coming in. I have never seen this,
but as a form of discipline today, naughty k4 students came into 5 th grade.
This was there in-school time out. It was interesting and I had two four
year olds in the room as well.

Because of the activity with the guidance

counselor, the students did not do math stations because time did not allow
it. I really had to show my flexibility.
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?

As always, the students are so talkative and eager to participate and

do things. It is not hard to get them to volunteer, theyre a great group. I
tried to make the demonstration more of a conversation without it getting
too out of hand with the talking. They talk great amongst themselves as
well. I prompted the students with some questions and scenarios. As a class
we went over the Starburst questions and demonstration then we played
fraction bingo.

I tried to engage students without it becoming chaotic.

Because we did not do math stations, there was not small group work. I tried
to squeeze in my assessment worksheet during the last ten minutes of the
class which was individual work, but some they were able to ask peers
questions. I really think that students were actively engaged throughout the
whole lesson and were working to better learn fraction operations as well as
when to use them. The students were getting into bingo and did not want it
to end.
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 teaching about multiplication and division the previous day, I
knew they were struggling with deciphering when they should use which
operation. Because of that, I went out and bought a bag of Starburst and
came up with problems. After talking with my CT after the first lesson, we
thought of a good way to get the message across that students should ask
themselves if the answer they came up with makes sense. I took that idea
and ran. I came up with a couple problems. When I had the students solve
the problems in their notebooks, I wanted them to solve it through
multiplication and division. From solving it both ways, I wanted them to see
which answer makes more sense.

From stepping back and showing them

both ways and how to look if it makes sense helped them. I could tell that
they were developing a better understanding. After we did the review (the
review was a very important part of this lesson so should be included in the

plan) we played fraction bingo. I put a problem on the board and they had to
solve it in order to find the answer on their bingo card to cross off. They
were engaged and wanted to continue to play. After each problem, I made
sure we talked about it, so it was clear with everyone.

I had a student

explain it then I summed it up. We played bingo for a while because I saw
that they were engaged and I knew that if I transitioned them to stations, it
would waste more time than being beneficial because they would walk, talk,
grab their Chromebooks, and so on. I thought continuing would be a better
use of the limited math time. I wanted to get my assessment portion in, so
with the last ten minutes of math, I passed out the worksheet. During that
time, I helped a few students more closely. I believe that the needs of all the
learners were met through the demonstration, reiteration, and bingo.

We

were continuously talking about fraction operations. If I were to repeat this

lesson, I would want time for their math stations, but I felt that this class
needed more demonstration and the bingo game did that.
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 in the form of a worksheet, but it did not have the
effect that I wanted. We had more of a time constraint than normal math
lessons, so they did not complete their math stations. From listening to the
student responses, I could tell that light bulbs were going on in their heads,
so that form of observation told me that they were beginning to understand.
The assessment that I had planned itself did not do a sufficient job of
informing me of what the students attained. I believe it was not sufficient
because they wanted to continue playing bingo and they were given ten
minutes to work on it when it normally would be done in their math stations.
The assessment was not what I had intended, but from observations, I could
tell that students were developing an understanding of the goal. The change

in the schedule required that you make some unplanned adjustments. You
had a solid plan for assessment, which is important at times things wont
go as planned and you have to make quick adjustments, which you did very
well.
Professional responsibilities: What did you learn from your cooperating
teachers feedback on this lesson? How will you apply it to future lessons?
I emailed my cooperating teacher my lesson plan a couple days ahead
of time, giving her the chance to look it over at her pace. She told me that
the kids would love my game.

After my first linked lesson, we debriefed

and we both knew the kids were not understanding the material. She said
that they would benefit from a real world problem. I took that and bought
Starburst and came up with an activity/demonstration for them. Her advice
was great and they responded well to it. I am definitely going to continue to
take her advice and add more physical demonstrations in for the kids. Ah, so
you had the lesson planned but made adjustments after day one, which is
why it wasnt in the plan. My recommendation would always be to add any
changes/details before teaching so that you have a clear plan in place (and
someone else would know what to do in your absence).
Reflection: What did you learn about student learning and assessing from
this lesson? How will it affect your planning for future teaching?
This lesson really helped me to better develop my flexibility.

I had

adults coming in and out of the room, four year olds talking in the
background, and I had to better think on my feet. This linked lesson was eye
opening. Being in a field one day a week is difficult because you are not
there to see the continuation. I enjoyed being able to see the next day. It got
me thinking about the kids not understanding it yet, so what am I going to do
about it. I really saw the reiteration, remodeling, and slowing down. Every
lesson really builds off each other and you cant fully move forward until you

get the vibes from the students that they got this. From these lessons, I had
to think more long term than normal with having to do two lessons, two days
in row. I had to think of a follow up when I am not used to it. I am really
trying to think of ways to better engage them and teach them the concepts.
I am definitely taking flexibility out of this lesson and incorporating it to my
next. Very important lessons learned. Im glad you had the experience of
teaching two days in a row!