LESSON PLAN

Aligned with the Minnesota Standards of Effective Practice on Planning

and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Bentura Peralez Date: 11/13/2018

School and District: Grade:
Cooperating Teacher: C.T.’s Signature:
University Supervisor:
Unit/Subject
Lesson Title/Lesson Focus: Reasoning without Estimated Length of Lesson:
Numbers in Fractional Division
*Please attach the cooperating teacher’s and the university supervisor’s observational comments to this document.

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing accommodations, including
students with IEPs and/or 504 plans.
One student in the classroom has autism. This student tends to struggle in class when too much verbal
instruction is given and performs better if the verbal directions are concise as well as written down so that the
student can refer to the instructions when needed. The student with autism is very strong at spatial reasoning.
There is also a student who has dyslexia. This student performs better in class when essential information is
highlighted. The student with dyslexia is very strong in spatial reasoning.

2) Identify the strengths, needs, and interests of individual students in your classroom whose first
language is not English, who represent cultural differences, who may struggle to learn, or who
may be highly motivated to learn.

The students of different cultures have varying differing areas of interest. The latinx students are mostly
students who are expanding their understanding of English and are level 4 according to the TSEOL standards.
To support these students, I will utilize their strength of already being immersed in Hispanic culture by
providing visuals to help the students comprehend concretely the nature of multiplication and these visuals
that connect back to Latinx culture in order to scaffold their understanding of the concepts in way that is
relevant to them. All of the Asian students are Hmong students. Most of the Hmong students are recent
refugees. These students are extremely creative in their approaches to mathematics but did not have a good
foundational understanding in mathematics as many of them did not an early formal education. However,
their creative approach to mathematics is ideal for a recreational mathematics approach. Lastly, the Black
students are mostly African-American and the rest are Africans. The Black students are highly motivated to
learn in class because their parents have a heavy emphasis on Black excellence. The students are readily
engaged in the material presented in class when I mention a prominent Black figure who is relevant in some
fashion to the material being presented.

3) Identify prior learning experience, and language, physical, cognitive, or social/emotional

development you will need to consider as you plan instruction for this group of students.
In the domain of prior learning experience, many of my Asian students are fluent in Hmong and many of my
Latinx students are fluent in Spanish. My students who are still not completely proficient in the English
language as well as my autistic student have a very visual oriented approach to learning. My White and Black
students mostly have a very psychomotor approach to learning. My autistic student is very artistic and usually
connects mathematical concepts to visuals that he draws in his math journal. The students are in the age of
adolescence in which they are moving from concrete thinking to abstract thinking. My learning tasks will be
directly linked to prior knowledge of cultural foods that are relevant to my students when working with the
multiplication of fractions because it prevents the majority culture from dominating the contextual examples,
and instead allows for all students to directly connect with the examples on a a level that is culturally
relevant. The lesson will also include both visual and tactile examples to communicate the multiplication of
fractions.

4) Identify data (such as students’ progress in previous lessons, assessment results from previous
lessons, or a prepared pre-assessment related to the lessons you will teach) that you have
collected (or will collect) to inform your planning (in order to address students’ strengths, needs,
and interests).
Students will fill out the first two portions of a KWL Thinking Sheet which are what do I think I know
and what do I want to know to assess prior knowledge in reference to the multiplication of fractions. A
minimum of two full responses in the first two sections of the KWL Thinking Sheet will be required
before the lesson commences. Their answers will give me insight into their prior knowledge of the
multiplication of fractions as well as their personal interests regarding multiplying fractions.

5) Based on your answers to prompts 1-4 above, what specific supports have you planned (or will
you plan) for students to help them reach the lesson objective?

Key points from the day’s lessons listed on thewhite board for the student with autism as well as the student
with dyslexia. Visuals provided in the examples which will benefit the students who learn visually. The
visuals will include simplified meanings of the academic language. The materials that students will be using
will require students’ psychomotor skills which is good for students who are tactile learners. The tasks will
have students’ reason through fraction multiplication by using physical materials. Requiring psychomotor
skills in the tasks will be good for the student with autism as well as the student with dyslexia. Cultural foods
that are represented on paper will be used for the multiplication of fractions so that the tasks will be culturally
relevant to the students.

What is the learning goal you have identified for your students?
The students will use analytical thinking to comprehend the relationship between visual models of fraction
multiplication and our conventional methods to multiply fractions.

What state adopted academic or content standard(s) are you addressing? (Provide the name of the
standards document, the grade level, the correct numerical citation, and the text of the standard(s)
you select.)

6.1.1.2: Compare positive rational numbers represented in various

forms. Use the symbols < , = and >.

What is your objective(s) for this lesson? Identify what the students will be able to do following
instruction. Include an action verb (observable behavior), and criteria for success.

Objective 1: The students will be given during the guided practice portion of the class the task of solving 5
multiplication of fraction problems using the materials of foods represented on paper with 2 or fewer errors in
a classroom that is arranged in a traditional horizontal desk formation.
 Continuity of Lessons:
Describe your lesson sequence. How do the prior and subsequent lessons affect what you
will be teaching and what you will be expecting students to do? How will you build on what
students have learned in previous lessons and use what they know to support them in meeting
expectations of the next lesson? How have you made use of student assessment from previous lessons
to
make and or adjust these plans?

Academic Language and Support:

What are the academic language demands? Identify:
the function (just one)
form(s)
syntax
discourse

The function is requiring students to solve problems mathematical problems involving fractions.
It will be important form wise to understand what it means to take portions of foods in the context of
multiplying fractions. It is important that students have a knowledge base of parts and wholes. The syntax
will be concise for the directions of material and the layout of the visuals will be laid out for students on
Power Point and their assignments will be on pieces of paper. The discourse will be informal as students will
be approaching the mathematics with a recreational mathematics mindset.
How have you planned to support students in meeting the academic language demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to use to support
students’
understanding of the academic language. Describe when, within the lesson, students will be expected
to
use and demonstrate understanding of the academic language. Be sure to include function, form,
syntax,
and discourse.)

Visual layouts will be provided to support the students understanding of the necessary academic language.
These will be distributed directly after I have gained attention, clarified goals, and established set. Students
will be expected to understand the academic language during the presentation of the skill of reasoning
multiplication of fractions with portions of foods. Directions will be written on the board so that students will
be supported in their function understanding. These will be written directly after the skill of reasoning
multiplication of fractions with portions of foods. Students will be expected to comprehend the function of
their tasks during their guided practice. Guidelines on student’s communication of answers will be distributed
to support an understanding of discourse. These will be written directly after the skill of reasoning
multiplication of fractions with portions of foods. Students will be expected to engage in the expected
discourse of recreational mathematics during their guided practice portion.
.

Describe the tools/procedures that will be used throughout this lesson to monitor and measure
students’ learning of the lesson objective(s). (Multiple and varied assessments should be used in the
lesson.)

I will use white boards to ask students what answers they have gotten for the guided practice portion
periodically. If students are generally getting incorrect answers then further instruction will be conducted in
order to ensure that students comprehend the material that was presented. The traffic lights approach will be
used to gage the students’ understanding during the presentation of the material. Directly before I provide
extended practice in the form of homework, students will go through the peer assessment of two stars and a
wish.

Identify the performance criteria or benchmark to be achieved.

Pre-assessment: The pre-assessment will focus on diagnosing students’ prior knowledge of fractions and the
multiplication of knowledge. This pre-assessment will be informal. This will be necessary to bridge the
content of the lesson to the prior knowledge students are bringing into the classroom.

Formative assessment: The students will use the models of cultural foods to model the multiplication of
fractions. I will walk to the desks to evaluate if students are correctly constructing their representation for the
representation of the multiplication of fractions through the use cultural foods divided with the correct
portions. Their work should demonstrate an understanding of part-whole understanding. I will record the
observation as a work sampling note.

The formative assessment also includes filling out the last section of the KWL section to communicate what
the students have learned overall which will function as an exit ticket.

Feedback:

How will you plan to provide specific feedback to students on their progress toward reaching the
lesson
objective?

Specific feedback will be given during the guided practice portion of the lesson. This feedback will focus on
if students correctly divide the foods into the appropriate portions and can illustrate the multiplication of the
fractions with the foods. I will point out specifically how students must correctly divide the foods into
portions that reflect the fractions that must be multiply instead of just granting feedback that denotes whether
the students correctly or incorrectly solved thee problems.

How will students use the feedback to improve their competencies and knowledge? (Describe the
specific opportunity for their application of the feedback.)
 Students will use their feedback in order to more accurately represent the multiplication of fractions with
cultural foods. Students will have the opportunity to apply their feedback during the extended practice portion
of class. The extended practice portion will be towards the end of class that will allow students to apply their
specific feedback for the time they have in class to work on their homework as well as the time they take to
finish the homework.

Materials and Special Arrangements:

Teacher Materials:
1. Power Point to be used during the demonstration of the skill that will done on a SmartBoard
2. Graphic that denotes the meanings of part and whole to be displayed on a poster
3. Directions that will be written directly before the guided practice portion on a whiteboard

Student Materials:
1. White board for presenting the answers for reasoning through the multiplication of fractions using
food for the guided practice portion of the class
2. Pencils for each student
3. Paper that has the cultural foods and fractional multiplication problems to be used to show in depth
answers to their reasoning
Special arrangements
1. Students will be arranged in a traditional horizontal desk formation throughout the lesson
2. Transition: Students will begin independent practice on their sheets of cultural foods at the end of the
Power Point slide show

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their application) are appropriate.
How have you intentionally linked this to your instructional planning?
According to Dixon and Tobias (2013), students should use fraction operations in context and that students in
6th grade should work with a part-whole interpretation. Therefore, I based my lesson around these notions by
creating a lesson that requires students to work through a real life context and using part-whole interpretation
of fractions.

References (APA) and Acknowledgments:

Dixon, J. and Tobias, J. (2013). The Whole Story: Understanding Fraction Computation. National Council Of
Teachers of Mathematics,19(3), 1.

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you communicate expectations
for
them? How will you follow up on behavior expectations and how well you are engaging learners?

Students will be intellectually engaged directly after the phase in which I provide feedback as I will ask
students about their observations of the material they have answered as well as I will be asking about what
they wonder about the task they have completed. I will have my students document their responses in their
math journals after some share their ideas with the class. Students will also be engaged during their guided
practice as it will require students to have a recreational math mindset. Students will be communicated about
the expectation of metacognition. These expectations will be communicated to the students as I will
constantly reference a visual that will be displayed on one of my classroom walls that encourages students to
think about their thinking. During the presentation of the skill students will be expected to be listening and
digesting the material presented. I will remind students that during presentation of material students are
expected to be listening and digesting the material before I begin the presentation. Students who are
exemplifying good behavior will be affirmed by naming progress and having an emphasis on the description
on the behavior itself instead of personal approval. If students are off task, I will redirect their behavior by
using reminding language which will prompt students to be reminded of their classroom expectations. If the
behavior worsens, I may stand by their desk to communicate I desire for the student to be on task.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)

I am going to ensure that students actively engaged in metacognition. I will I plan to accomplish this goal by
planning my prompting questions that I will use to ask the class periodically before the commencement of my
lesson. I will ask my cooperating teacher to observe my practice of prompting metacognition and talk with
me about strengths and needs in this area.

Plan your teaching steps by addressing ‘What will the teacher do’ and ‘What will students do’.
Provide evidence of scaffolding, linking new content to prior learning, engaging students, monitoring progress,
supporting students so they can use academic language, and transitioning.
INSTRUCTIONAL SEQUENCE
Time What will the teacher do?
10min Introduction/Motivation:
Activate prior knowledge— A KWL sheet will be
handed to every student before the start of class. Then,
a visual will be represented that represents various
contexts in which the multiplication may be used.
Communicate the learning objective—
The learning objective will be written on the board. I
will communicate verbally that understanding the
multiplication of fractions is important for the equal
sharing of food.
Introduce academic language— The KWL sheet will be
referenced to communicate prior knowledge. I will
communicate the new academic language by providing
visuals of the new academic language on the white
board
25min Lesson Tasks (Including Assessment):
 The demonstration of the skill of
multiplying fractions will be provided
 The demonstration of the skill will include
having the assessment of traffic lights
 The students will be given foods to
multiply fractions
 The students will be assessed by giving
their answers on whiteboards
 The teacher will prompt students their
answers and share their ideas about the
deeper meanings of multiplying fraction
Standard Lesson Plan Form
LESSON PLAN
What will students do? (Note behavior
expectations and plans to promote intellectual
engagement.)
During the activation of prior knowledge students
will be expected to fill out the first two portions of
the KWL sheet. During this time students are
expected to be quiet and to be filling out those
first two sections by themselves. Then when the
visual is displayed to represent various contexts in
which on may encounter the usage of the
multiplication of fractions, students will be
expected to share their ideas with their elbow
partners.
During the communication of the learning
objective students are expected to wonder why it
is that the multiplication of fractions is linked to
the equal sharing of food.
During the introduction of academic language
students will be expected to process the
information internally.
Students will be expected to work on the sheet
that is provided to them with in depth answers.
Students will be expected to share their answers
periodically on the whiteboards. The students will
be expected to listen respectfully to their feedback
and to apply it to their extended practice
  Feedback will be given to students
throughout this portion of the lesson

10min Closure: (Summarize the lesson with students, provide
further opportunities for learning, and build a bridge to
the next lesson.)
-Students will be asked what they have learned
today and will complete two stars and a wish
-I will let students know that the information
provided today will be useful for the abstract
application of fraction multiplication to be
addressed in the next lesson
-Students will turn in their completed KWL form
Students will be expected to share one at a time to
the entire class one thing that they have learned
today. Students will be expected to discuss briefly
their two stars and a wish with their elbow
partner. Students will be expected to remain
seated until they have received their extension
and then will be dismissed.

Extension:
- Extension will be based on the
multiplication of fractions with multiple
foods at once instead of what was done in
class which was one food at a time
POST-INSTRUCTIONAL ASSESSMENT
Analyzing Students’ Learning:

What were the patterns of students’ understanding, skills, and misunderstandings as shown in the
assessment data in relation to identified standards and learning objectives? (Include data to support
your analysis.)

Describe evidence that students understood and used identified academic language.

What next steps are needed to provide targeted support to students (who did not meet or exceeded
the objectives) relative to the central focus, standards, learning objectives, and the assessment data?

Describe the specific feedback you gave the students to further guide their learning. How were
students
able to use the feedback you provided? (Describe the specific opportunity for their application of the
feedback.)

Analyzing Teaching Effectiveness:

In reflecting on your lesson and your strengths and challenges, what went well? Why? What
challenges
did you face? Why?

What do you understand about your own teaching based upon the patterns of students’
understanding,
skills, and misunderstandings that were identified?

What is the evidence that you engaged students intellectually and deepened their learning?

What is a proposed change to your teaching practices that is specific and strategic to improve
individual
and collective students’ understanding of standards/objectives?