Lesson Plan Template

Name: Alexandra Alfred Date: 11/8/10 Cohort: A

Topic/Grade Level: 5th Grade Everyday Math Lesson from Vol. 1 Chapter 5, sections 5.1 and 5.2

Big Ideas/Learning Goals/Driving/Questions:

5.1 – Fraction Review: part/whole problems, finding equivalent names for a fraction of a set, using unit
fractions to solve problems
5.2 – Mixed Numbers: finding equivalent names for mixed numbers, using an area model for part/whole
problems, compare fractions and mixed numbers, adding fractions using an area model

Context: Since this EDM lesson is for 5th grade TAG students, I am two sections 5.1 and 5.2

Duration: 1 hour
Content
Standards or
GLCEs (state or
district)
N.ME.05.10 Understand a
fraction as a statement of
division
fractions and pictures to
represent.
N.FL.05.14 Add and
subtract fractions with unlike
denominators through 12
and/or 100, using
the common denominator
that is the product of the
denominators of the 2
fractions
N.FL.05.18 Use
mathematical statements to
represent an applied
situation involving addition
and
subtraction of fractions
Objectives/Assessment
Students will be able to:
-Name and define the parts and types of
fractions. Ex. numerator, denominator,
improper fraction, mixed number
-Use area models to add fractions with the
same and different denominators
-Find the number of actual “things” when given
a fractional part of a whole that is defined.
Student will:
-Produce work on Math Journal pages 121-127 to
demonstrate competency in these domains of fraction
skills.
-Ask questions and share thinking during the mini-
lessons, work time, and debriefing the lesson.
Teacher will
-Monitor individual student’s written work that is
produced in their Math Journals by circulating and
probing student’s thinking during their individual work
time.
-Ask for student’s own input (self-assessment) of
productivity throughout the work session.
Materials:
-Everyday Math Teacher’s Lesson Guide Vol. 1, Pattern Blocks, Magnetic pattern blocks for the board, Expo
markers

Time/Task Instructional Moves Considerations

Opening -Tell students where we have been and where we are -Kids will be on rug, facing the white board. They
going in terms of math: do not need any materials for this lesson.
“We’ve been working with number operations,
(2 minutes) specifically division recently, and now we’re moving in to
Unit 5 where we will learn how to do more with fractions,
decimals, and percents.”

-“Today we will start by reviewing some key information

about fractions and then work with mixed numbers.”

5.1 Review -Ask students to explain and give examples of -The white board should look like this:
numerator, denominator, mixed numbers, and improper Denominator: is the number… Ex. the 9 in 2/9
(5 minutes) fractions. (Take 3 examples of each) Numerator: is the number…Ex. the 2 in 2/9

-Record these answers next to each term.

-Keep the work on the board from 5.1

5.2 Mini- -Do the “Using Pattern Blocks to Model Mixed Numbers” review to the left, and add the work from
activity from EDM teacher’s guide:
Lesson 5.2 to the right side.
(10 minutes)  Use pattern blocks to show an area model where the
hexagon is 1. Then, display 8 rhombuses. Ask, “What -Keep pattern block manipulatives to the
fraction of the whole are these 8 pieces?” (remember right side of the board.
the whole is the hexagon!)
 Get the improper fraction, and model how to turn it in
to a mixed number. (Use the pattern blocks how they
are demonstrated in the book.)
 -Then, give kids some scaffolded practice changing
mixed numbers back to improper fractions. (See
examples from the book.)
-Set them up for this by explaining that in most of the -Have kids periodically rate their
Individual problems you are either given the part or the whole in productivity level (1-5), showing this
the fraction, and you need to find what’s missing.
Work Time -Also, tell them that I will keep pattern blocks out to use
rating by raising their hand and showing a
(40 minutes) for the Math Journal pages. certain number of fingers.
-Have kids do Math Journal pg. 121,122,123, 124, 125,
126, 127
(MJ pgs. 121-127)
-Circulate while kids are working and see how kid’s
progress is going. Make note of any common errors and
misconceptions to address in the closing.
Closing -Talk about the level of effort kids put in to this -Be honest with the kids about their
(2-3 assignment, how was it? performance!
-Debunk any common misconceptions/problems.
minutes) -If a certain problem was difficult or frequently incorrect,
-Offer myself up for additional help (today
go over this one on the board. during priorities time), or schedule a time
-Remind students that if they did not finish Math Journal with me/Mrs. Berry!
pages 121-127, these are on the priorities list!

Reflecting on students’ learning

Did your students accomplish the goals and objectives you determined for them? How do you know?

Students did accomplish the learning goals (fraction review/mixed numbers), and objectives (student math
journal pages) that I had set up for them. There were minimal questions on the math journal pages, and
the questions that I did receive during work time were simple, procedural-based questions that students
seemed like they were just “reminded” of the answer when they figured it out through discussion with me
and their peers.
How did your instructional moves help students make progress toward the lesson goals and objectives?
What instructional and/or management moves would you repeat? What would you change? Why?

I feel that I over-taught this lesson, because I squeezed two lessons in to one without really compacting
the material. Cutting down certain areas of this lesson would have been a better use of the students’ time
because certain things we did not need to go in depth about with regards to recording on the board. One
example of this is writing down the meaning of the numerator and the denominator in words and in
pictures. This would have been great for a general ed. class, but the TAG kids were bored because these
two lessons were not as concise as they could have been. Giving them permission to be bored by saying “I
know you’re bored, but…” was an ineffective strategy for letting the kids know that I understand that I
wasn’t doing what they felt they needed. Instead, I should have responded to their boredom by picking up
my pace and abandoning certain parts of my lesson plan that are ineffective in the moment. Usually I don’t
have a problem doing that, but for some reason I felt that I wanted to teach to the lowest two students in
our class so that they wouldn’t be left behind. In reality, I should have rightfully taught “to the middle” of
the class, and gave more 1-on-1 support to the struggling students.

How will you use what you learned to inform your teaching? What next steps will you take?

I will use this reflection/information to dictate the pacing of my lessons, and to be aware of which “group”
of the class I am teaching to. This will provide a more “fair” experience, and allow those who do not need
help the time to do more/other things, and will allow time for struggling individuals to get one-on-one help.
I will also be aware of when I am trying to compact lots of material in to a short amount of time – am I
really compacting the material, or just extending the lesson? This is especially important with regards to
the TAG class environment.