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Rachael Celia

5th Grade

Spring 2016

TABLE OF CONTENTS

SECTION 1: UNIT PLANNING

UNIT OBJECTIVE

SKILLS/CONCEPTS/VOCABULARY/FACTS CHART

CONTENT AND BRIDGES GRAPHIC ORGANIZER

5

6

7

SECTION 2: INSTRUCTION

SUMMARY PAGE

LESSON 1

LESSON 2

LESSON 3

LESSON 4

LESSON 5

LESSON 6

LESSON 7

LESSON 8

LESSON 9

LESSON 10

9

13

36

43

51

57

64

70

77

79

82

SECTION 3: ASSESSMENT

86

SUMMARY PAGE

ASSESSMENT MATRIX

PRE-ASSESSMENT

FORMATIVE ASSESSMENT INSTRUMENTS

SUMMATIVE EVALUATION

SUMMATIVE ASSESSMENT DATA

87

89

91

96

110

119

SECTION 4: STUDENTS

120

SUMMARY PAGE

MULTIPLE INTELLIGENCES GRAPHIC ORGANIZER

PLAN FOR INDIVIDUAL LEARNERS

LITERACY STRATEGIES

ELL ACCOMMODATIONS

121

123

124

126

127

SECTION 5: TECHNOLOGY

128

SUMMARY PAGE

TECHNOLOGY CHART

129

130

131

SUMMARY PAGE

CROSS CURRICULAR CONNECTIONS CHART

132

133

134

149

PHILOSOPHY OF EDUCATION

150

151

153

SUMMARY PAGE

MATERIALS AND RESOURCES CHART

ADDITIONAL RESOURCES

154

155

158

174

REFERENCE PAGE

175

Section 1

Unit Planning

Unit Objective

th

Subject Area: Mathematics

Standards: 14.) Apply and extend previous understandings of multiplication to multiply a

fraction or whole number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Unit Objective: Students will be able to multiply and divide fractions with fractions, mixed

numbers, and whole numbers using both equations and word problems with 75% accuracy to be

considered proficient.

Skills/Concepts/Vocabulary/Facts

Skills

Concepts

Vocabulary

Multiply whole

When multiplying a fraction

Numerator

numbers

and another fraction, the

product will be less than

both fractions from the

equation.

Divide whole

When multiplying a fraction Denominator

numbers

and a whole number, the

product will be less than the

whole number but greater

than the fraction.

Simplify Fractions When multiplying a fraction

Equivalent

and a mixed number, the

Fractions

product will be greater than

the fraction and less than the

mixed number.

Change mixed

When multiplying a fraction

Mixed

numbers to

with any number, the

Number

improper fractions

multiplication symbol can

and vice versa

be replaced with the word

of

Multiply fractions

When dividing a fraction,

Improper

with fractions

the reciprocal is used and

Fraction

the equation becomes

multiplication.

Multiply fractions

When dividing with a

Reciprocal

with whole numbers

fraction, the quotient is

larger because the division

Multiply fractions

Product

equation is really asking

with mixed

how many in

numbers

Divide fractions and

Quotient

fractions

Divide fractions and

Evaluate

mixed numbers

Divide fractions and

Simplify

whole numbers

Model

Common

multiplication and

Factor

division equations

Facts

When multiplying a

fraction equation, multiply

the numerators then

multiply the

denominators.

When multiplying a

fraction equation, there is

no need to find a common

denominator.

When dividing a fraction

equation, use the

reciprocal and change the

division to multiplication.

When multiplying, the

commutative property can

be used.

commutative property

cannot be used.

Fractions Foldable

Fractions Foldable

Fractions foldable

Fractions Foldable

Fractions Foldable

Fractions Foldable

Fractions Foldable

Fractions Foldable

Fractions Foldable

Fractions Foldable

Section 2

Instruction

Summary Page

I will teach the content of this unit with a combination of my personal teaching

philosophy in guiding students to become their own teachers and with my cooperating teachers

methods of teaching so that students will be able to still have an understanding of what they are

expected to learn and do throughout the unit. It is always difficult to mold oneself to anothers

style, particularly when two teachers have different philosophies. Throughout this unit I kept in

mind my cooperatings methods of very direct instruction combined with a skill and drill type

practice. While this method does not necessarily align with my personal philosophy, I did not

feel that the students would benefit from a sudden and complete shift in what they have become

accustomed to in the year.

I believe that it is important to make connections to their previous learning and to the

world around them when learning. I felt it best to guide students to making small connections

throughout the unit and then be able to put all of those connections into a culminating activity or

project. This guiding of students and culminating application falls in line with my teaching

philosophy of guiding students to be their own teachers. It is my hope that at the end of the unit

students will be able to identify situations where they can connect what they have learned to the

real world and to more advanced fractional thinking as they progress through math.

I think that it is important to have students be able to have one place that they can keep

their vocabulary. For this reason I created a Vocabulary section in my fraction foldable. This

way, when a student encounters a word they are unsure about, they know where to look it up

rather than having to wait and ask the teacher or interrupt another student to ask them. If they

come across a vocabulary word they are unsure about, they know exactly where they can find it.

This promotes students to becoming their own teachers and being able to solve their problems

10

independently. I also think that it is important for students to be able to define vocabulary in

their own words and be able to apply the vocabulary term by means of a student created

example.

In mathematics, it is important that students be able to apply critical thinking to problems,

particularly word problems. I dedicated three lessons to teaching and working with students on

how to think critically about word problems and multiplying and dividing fractions. This

included modeling my thinking and connecting information to the previous lessons on solving

simple equations. It is important to take time on this and model thinking and writing, focus on

showing work and making sure students understand the questions and are able to read into the

questions to understand what they are really asking. Questioning really helped in this aspect as

well. It is important that students are able to understand the true questions, for example,

multiplied by 6 is really asking what half of six is. Being able to answer those questions and

explain what the true question or meaning of a word problem or equation is essential for

understanding the concept.

If students are not focused on the teaching, they are not going to be able to fully learn the

concepts and material that they need to. It is important that students have something to focus on

while learning the material. To serve this purpose, I am a big supporter of foldable notes

because they hold students attention more than just taking notes on a piece of notebook paper

because they can be made with colorful construction paper. It also helps students organize their

information in a neater manner and helps them be better able to quickly look up information

while they are practicing or studying the material. Having students stay focused through the

notetaking process and having steady questions helps to promote active learning throughout the

unit. I also use equity sticks to promote active learning and help guide myself to ensure that all

11

students have equal chances to participate in class. This also helps assure them that I am not

specifically calling out a certain student but raises the expectation that they are supposed to be

purposeful and staying focused throughout the lesson.

Having the foldable makes it easy to bridge between days of the lessons. A quick review

by tasking students to review the last part of the foldable is a quick way to ensure that all

students understand where we left off. This can also help introduce the new content because

often math concepts build on each other, and that is true for this unit. In order to understand how

to divide fractions, the students have to be able to understand how to multiply fractions.

When giving opportunities for practice, it is important that students have the chance to

work with each other and with the teacher to fully develop their understanding of the material. It

is difficult in a departmentalized school to give students the full time that they need to have to

have truly in depth practice, but I think it is important to give them time before leaving class and

after instruction to partner or small group work with practice problems. While students are

working in small groups, the teacher should be circulating to answer independent questions and

clarify information for students. When designing opportunities for practice, I believe in the

phrase practice does not make perfect, perfect practice makes perfect. I believe that students

benefit more from correctly solving fewer problems and being able to understand and explain

their thinking than being given multiple problems to practice and being able to just do them

without fully understanding why they are doing what they are doing.

With introducing and closing the unit, it is much easier with older students who are able

to understand the concept of units and are able to refresh themselves after a summative

assessment to learn something new. They were able to make the connection between addition

and subtraction and multiplication and division. They assumed that after they learned how to

12

add and subtract fractions, they would move on to multiplying and dividing fractions. Therefore,

the introduction of the unit was simple and required only a quick review of basic fractional

concepts such as numerators and denominators, mixed numbers, and improper fractions.

In closing the unit, I think it is important to have a culminating activity that allows the

student to apply what they have learned in a real world type setting. Problem based and Project

based activities are a good way to close out a unit and I chose a Project based activity for the

students to better understand how multiplying and dividing fractions are used in real world

settings and problems.

13

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Multiply Fraction by Fraction

Date: February 22, 2016

Curriculum Area: Mathematics

Estimated Time: 80 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Multiply a fraction by a fraction with like and unlike denominators with 80%

accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to multiply a fraction by a fraction with like and unlike denominators.

Evaluation of Learning Objective(s):

Using a teacher-made Kahoot quiz, students will answer fraction multiplied by a fraction

problems with at least 80% accuracy.

Engagement:

The teacher will introduce the new unit and review the learning objective with the students.

o Today, we are going to begin our new unit! We just finished adding and subtracting

fractions with like and unlike denominators, so who can guess what is coming next?

Yes, multiplying and dividing fractions! Now, typically multiplying and dividing is

much harder than adding and subtracting, but if we havent figured out that fractions

are weird by now, you are in for a surprise. Multiplying and dividing fractions is way

easier than adding and subtracting them. No more having to find equivalent fractions

and borrowing, Yay! So because we are starting a new unit, we obviously have a new

learning target. I can multiply a fraction by a fraction with like and unlike

14

denominators. Now all together I can multiply a fraction by a fraction with like and

unlike denominators. Great! And if you thought that I was excited about adding and

subtracting fractions, wait until we start multiplying them.

The teacher will call the students table by table to get two pieces of construction paper from

the table.

o Before we begin learning how to multiply the fractions, we are going to make a

foldable, because if there is one thing I love more than fractions it is working with

construction paper. Clear your desks, the only thing that you need out is a pencil and

you really dont even need that yet. I will be calling you up table by table to get two

pieces of construction paper. They can be the same color or two different colors, it

does not matter. Choose quickly so that we can do this fast, we have a lot to get

through today. Table 3 is sitting nicely, go up and get your paper. Table 1 is doing a

great job, Table 4 looks ready. Table 5 is sitting quietly, Table 6 is ready to go, and

Table 2 is ready.

The teacher will instruct the students on how to fold the construction paper correctly to create

the Fractions Foldable.

o The first thing that you are going to do is take one of your pieces of paper and fold it

hamburger style, leaving about an inch, inch and a half, space between the two

shorter edges. Fold and press the crease. Now you are going to need to take your

other piece of paper and stick the folded piece so that you have the same amount of

space between the edge of the folded card and the edge of the unfolded paper. Now

take the top part of the unfolded paper and fold it over the already folded piece. Press

down the crease. You should now have four tabbed edges. I am going to pass the

staplers around. You only need to have two staples on the top crease, here and here.

How many staples should you have? Yes, two. No more, no less.

As the staplers are being passed around, the teacher will direct the students what to write on

the different tabs of the foldable.

o As the staplers are going around, I am going to go over what you are going to write

on your foldable, you are going to need to multitask a little.

o In the Vocabulary tab: Make 3 columns and 8 rows

o In the Multiplying tab: Make 3 columns that go across both the top and bottom flaps

of the tab. Split the columns in half along the fold of the two pieces.

o In the Dividing tab: Make 3 columns that go across both the top and bottom flaps of

the tab. Split the columns in half along the fold of the two pieces.

The teacher will review the fraction vocabulary that has been previously learned by the

students.

o I know that weve already gone through a lot of the fraction vocabulary in the last

unit, but you can never have too much review. This way, all of your vocabulary

words for fractions are in the same place. Also, when we get to dividing next week,

15

we are going to be learning some new words that maybe you arent as familiar with.

In the first column under the Vocabulary tab, you are going to write the words:

Numerator

Denominator

Equivalent Fractions

Mixed Number

Improper Fraction

o These are all words that you should be familiar with. Now, because you are fairly

familiar with these words, I am not going to give you a definition. You are going to

create the definitions in your own words, and then come up with an example. Lets

do numerator together. When I think of the word numerator I think of the top

number in a fraction. For example, in the fraction 2/3, the numerator would be 2.

Now I have a definition and example of the word numerator. So when Im studying

or working on homework or classwork, and I forget the word numerator, I just flip

open my vocabulary tab and there it is!

The teacher will give the students time to create definitions and examples for the vocabulary

words. Students may work individually, with a partner at their table, or with their table as a

whole.

o Now that you know what to do, I am going to give you about 7 minutes to work either

by yourselves, with a partner who is already at your table, or with your table to finish

the rest of the words. Ready, go!

The teacher will use the equity sticks to call on the students to share either one of their

definitions or examples to review the vocabulary. (Day 1 will possibly end here).

o Now that you have your vocabulary filled out, my lovely example still looks a little

empty. I have my handy dandy Popsicle sticks. When I call your name, I either want

you to pick a definition or an example to share with me. If you really like someones

definition or example, feel free to put it on your foldable as well.

Learning Design:

I. Teaching:

The teacher will instruct the students where to write their notes on the foldable.

o Our notes for today will go in the Multiplication tab in the first column on the top

half of the tab.

The teacher will go through step by step the process of multiplying a fraction by a fraction.

The teacher will write under the ELMO for students better visualization.

o Label the top of the column Fraction by Fraction

o Write Step 1: Line up your fractions

o Write Step 2: Multiply the numerators straight across

o Write Step 3: Multiply the denominators straight across

16

Are we always going to need to simplify? No, sometimes we will get a

product that is as simple as it is going to get.

The teacher will go through the step by step process of multiplying a fraction by a fraction

connecting the steps with an example problem. The students will follow along with their

personal foldable.

o For the example 7/9 x 3/4

o Step 1: 7/9 x 3/4 with the numerators and the denominators lined up next to each

other.

o Step 2: 7 x 3 = 21

o Step 3: 9 x 4 = 36

o Step 4: 21/36 can be simplified to 7/12

The class will discuss what they notice about the product of the two fractions.

o Students should notice that the fraction is smaller than the two fractions that were

multiplied together. The class will discuss why that is.

The teacher will post problems on the board using the ELMO and pull equity cards/sticks for

students to go step by step through the process of solving the problems.

o 1/4 x 3/4 = (3/16)

o 2/9 x 4/5 = (8/45)

o 3/10 x 1/8 = (3/80)

o 4/5 x 5/7 = (20/35 = 4/7)

III. Assessment

The teacher will explain to the students how to use Kahoot.

o Have any of your other teachers used Kahoot before? No, well its pretty simple.

The first thing that you are going to do is sign in with the class pin number. When it

asks you to create a username, you are going to put your first name! Dont worry

about putting any weird or cool nicknames on, just put your first name. Once

everyone has logged in, then the questions are going to pop up. You will have 1

minute to answer them. You answer a question by clicking on the same colored

shape as the answer choice. After the time or after everyone has submitted their

answer, then the correct answer will show up. After each question, a list will appear

with the top, 5 or 10 people. These people are the ones who are not only answering

the fastest, but getting the correct answer. So, is it going to help you any if you just

randomly pick an answer to be the fastest? Not at all. And I get to see after were

finished who answered what for each question. Now I know all of you and I know

that wed never, ever make fun of someone for getting the wrong answer if they tried.

One thing I dont want to hear though is anyone asking whatd you put or Who

17

would choose that! So am I going to hear any of that? No thank you. If you need

some extra space to write down the problem, feel free to use your whiteboards. Now

I want to know what you know, not what your partner knows, so when you get the

answer, just submit it and keep it to yourself please.

1. What is x 2/3 in simplest form?

2. What is 2/5 x 4/9 in simplest form?

3. What is 1/10 x 3/7 in simplest form?

4. What is 4/6 x 3/5 in simplest form?

5. What is x 5/10 in simplest form?

6. What is 3/5 x 8/11 in simplest form?

7. What is 6/9 x 2/3 in simplest form?

8. What is 7/8 x 1/7 in simplest form?

9. What is 9/10 x 2/4 in simplest form?

10. What is 4/11 x 5/6 in simplest form?

Students will take the Kahoot Quiz and the teacher will pull the results and test analysis for

data.

IV. Closure:

Fraction Bingo

o Personally, I love to play games, and I think that you guys do too. However, because

were still in school, the games have to be educational. One of my favorite games is

BINGO. I have made some BINGO cards, I need two people to help me pass them

out and two people to help pass out the counters. What you have on your cards are

the answers to multiplication problems. In my bag, I have cards with the problems. I

will pull out a card and place it on the board so you can see it. You may use your

whiteboards to help you work out the problem. Once you have your answer, place a

counter over the fraction. Now, the answers on your board are in the most simplified

form. If youre solving your problem and dont see the answer you got, think of your

equivalent fractions. Like always in Bingo, the first person to get a row, column, or

diagonal of five in a row wins. What do you do when you win? Raise your hand and

you can shout Bingo! This is just about the only time you can shout in class, so hope

that you get Bingo if you like to be loud.

Materials and Resources:

2 pieces of Construction Paper per student

Pencils

ELMO and Projector

Math Spiral Notebooks

Stapler(s)

Equity cards/sticks

18

Personal Whiteboards

Dry Erase Markers and Erasers

Microphone

Fraction Bingo Cards

Bingo markers/counters

Bingo calling cards (index cards with the coordinating problems written on them)

Fraction pieces (for differentiation)

Chromebook/Student devices.

Butcher paper, markers, blank paper (for differentiation)

Kahoot Quiz

o https://play.kahoot.it/#/k/5aa51b71-ad59-46d9-9d3f-5f6c4bbaac6c

Revisions:

For students struggling with understanding the concept, the teacher will work with them either

one-on-one or in a small group during Intervention. The students will use manipulatives and

visual models of the fraction equations to understand the basic concepts of multiplying fractions.

Extensions:

For students who have a firm understanding of the concept and finish early can work on creating

anchor charts for the classroom on ways to visualize multiplying fractions by fractions.

Data Analysis:

Kahoot Analysis:

Answered 8-10 Questions Correctly: 17 students

Answered 5-7 Questions Correctly: 2 students

Answered 0-5 Questions Correctly (pull for morning intervention): 0 students

Reflection:

I thought that this lessen went very well. The students quickly understood how to

multiply the fractions with other fractions. Some of them did get a little confused as to why they

did not have to make common denominators. I tried to model the problems using the grid model

from the Eureka Unit, but the students seemed really confused and didnt know why they would

have to use that when they could use the shortcut method that I showed them. We talked about

being able to justify their answers and why it was important to be able to explain why they got

their answers and what the equations actually meant. They really enjoyed the Kahoot game and

were very excited to be able to use their devices for something other than a PowerPoint or

practice test. I think I will definitely try to incorporate that more into the unit. I also liked how I

could print out the results. I had one student who scored the lowest and answered 5 correct,

however after looking at her responses and talking to her after class, she was just having

19

difficulty answering within the time limit. She was able to correctly answer the questions when

given enough time. This may be something that I need to adjust in the future and give the

students more time to work out the problems. The biggest difficulty that I noticed was when it

came to simplifying, a fourth grade standard. I may need to review that with some students

during Intervention.

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Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Multiplying Fractions and Whole Numbers

Date: February 23, 2016

Curriculum Area: Mathematics

Estimated Time: 65 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Multiply a fraction and a whole number with 80% accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to multiply a fraction and a whole number.

Evaluation of Learning Objective(s):

When given a teacher created problem sheet, students will be able to correctly multiply fractions

and whole numbers with 8/10 accuracy to be considered proficient.

Engagement:

The teacher will have a bell-ringer problem on the board when students enter the classroom.

o Hello everyone! As you come into class, make sure that you write your homework

down in your Agendas, table leaders, make sure you check! On the board I have a

question that I want you to think about. Now I said think not talk, that will come

later. Right now, I just want you to think about What does it mean for a whole

number to also be a fraction. Once you think youve got an answer, and that may be

very quickly, think about numbers other than the number 1. Think about what you

already know about fractions and about whole numbers. For example, what does it

mean that the number 5 can also be a fraction? Lets take about 3 minutes and get

those juices flowing!

37

After being given think time, the teacher will have the students turn and talk. After they have

discussed their ideas, the teacher will use equity sticks to call on students to share their

groups thoughts on the question(s). The teacher will call on 3-4 students in different tables.

o Now that weve all been thinking, turn and talk to your partner, or if youre a group

of three, thats fine, share what youve been thinking about. Talk about any ideas or

connections that you made. When I pull your number using my equity sticks, share a

thought or connection that your partner made that you really liked.

Learning Design:

I. Teaching:

The teacher will instruct the students where to write their notes on the foldable.

o Yesterday, we learned how to multiply fractions and other fractions. Today, who can

take a guess at what we are going to be doing? Think about your bell-ringer. We are

going to be learning how to multiply fractions and whole numbers!

o We are going to be taking our notes today in the Multiplication tab in the second

column on the top half of the tab. This should be right next to your notes from the

other day.

The teacher will go through step by step the process of multiplying a fraction by a whole

number. The teacher will write under the ELMO for students better visualization.

o Label the top of the column Fraction and Whole Number

o Write Step 1: Turn your whole number into a fraction

Once we turn our whole number into a fraction, its exactly like multiplying a

fraction by a fraction!

o Write Step 2: Line up your fractions

o Write Step 3: Multiply the numerators straight across

o Write Step 4: Multiply the denominators straight across

o Write Step 5: Simplify if needed

Again, are we always going to need to simplify? No, sometimes we will get a

product that is as simple as it is going to get.

The teacher will go through the step by step process of multiplying a fraction by a fraction

connecting the steps with an example problem. The students will follow along with their

personal foldable.

o For the example 5 x 3/4

o Step 1: Turn 5 into a fraction by turning it into 5/1.

Now why does 5 get turned into 5/1? Yes, because 5 is really five groups of

one whole. It really helps to think about fractions as pieces. If my fractions

are pieces of pie, and I have five pies, I have 5/1. When weve talked about

turning whole numbers into fractions, weve typically used the same

numerator and denominator, for example 5/5. Why would we not do that

o

o

o

o

38

have one whole. What I need for this problem is five wholes. Whenever I

have a fraction that has a 1 as the denominator, I have whatever is in the

numerator groups of wholes. If I have 3/1, what do I really have? Three,

exactly! If I have 35/1, what do I have? Thirty-five, perfect! This is the

hardest part of what we are going to be doing today. Once you understand

how to turn the fraction into a whole number, then its just like multiply a

fraction by a fraction.

Step 2: 5/1 x 3/4 with the numerators and the denominators lined up next to each

other.

Step 3: 5 x 3 = 15

Step 4: 1 x 4 = 4

Step 5: 15/4 can be simplified to a mixed number of 3 and

The teacher will pass out a math forum problem for the students to work on individually,

then in pairs, then as a class discussion.

o Okay, so now that we understand how were supposed to multiply fractions and

whole numbers, Ive got a bit of a challenge for you all to work on. I need two

people to help me pass out these papers, everyone should get one. While those are

coming around, lets take a look at what this is. Alright, so this is called Filling

Beautys Seats. Tickets to Fairview Elementary Schools production of Beauty and

the Beast went on sale this week. The school theater has 24 rows of 16 seats each.

What might we want to do to find out how many seats are in the theater? Multiply,

yes. 1/3 of all of the seats have been sold to students for 3 dollars each. of them

have been sold to adults for 5 dollars each. 1/6 of them were given to the teachers.

So did the teachers have to pay for their seats? No, which is good because we already

know that teachers dont make a lot. The first question is if everyone who already

has a ticket goes to the show, what fraction of the seats in theater will be filled? What

is this question asking? They want to know how many tickets were sold or given

away. The second question is how many seats are still available. So, before we can

move to the second question, we are going to need to figure out the answer to the first

question. If you fly through that, there is an extra that I would like you to attempt. It

says how much money has been collected so far? Keep in mind that the teachers did

not have to pay for their seats. If all the remaining seats are sold to students, how

much money will be raised altogether? Remember, how much money students have

to pay for their tickets. I know what youre going to ask, and no, you may not move

to work in partners yet. I want you to take 10 minutes and just work independently,

after 10 minutes I will let you know and you may work with one other person.

39

Remember, threes a crowd. After you spend a little bit of time finishing up and

collaborating with a partner, we will go over this as a class.

III. Assessment

Multiplying Fractions and Whole Numbers homework.

o Now, as much as you all know I hate homework, sometimes you have to do thinks

you dont want to do. Luckily for you, your homework shouldnt take you more than

15 minutes. Its only ten questions. I need 2 people to help pass these out, make sure

everyone gets a copy. Lets take a look at this on the board while its coming around.

The directions say Solve the problems below. Write your answers in the

lowest/simplest form possible. Does this mean that you will leave me any improper

fractions? No. Does this mean that if you get 2/8ths as an answer you will leave it?

No. If you do not simplify, I will only give you half credit. There are only 10

problems. You can do that math. Its not very good. Simplify! Show all of your

work in the space below the problem. What does it mean to show your work? It

means to write down the steps, you do not have to label the steps, but if you multiply

3 and 5 and get 15, I should see 3x5=15 written down. If you do not show your work,

do you think you will get full credit? Nope. These are all problems that you should

know how to do. This should go in as an easy 100 for you. Now that you all should

have a paper in front of you, the first thing that you should be doing, right now, is

putting your name and number at the top. If you turn in a paper that does not have a

name and number, do you think I am going to grade it? Nope.

IV. Closure:

The teacher will read aloud the book Multiplying Menace: The Revenge of Rumpelstiltskin by

Pam Calvert.

o Alright, so I love to read picture books, especially after having to read really long

chapter books. Today, I have this book, which I thought was really funny. Are all of

you familiar with the story of Rumpelstiltskin? Good. Now, as youre listening, I

want you to think about what is happening in the story and start making some

connections with what weve been learning today.

Materials and Resources:

Fractions Foldable

Personal Whiteboards

Pencils

Markers/crayons/colored pencils (for differentiation)

Dry Erase Markers and Erasers

Equity Sticks/cards

Multiplying Fractions and Whole Numbers assessment worksheet

40

Bell-ringer question

Multiplying Fractions by Whole Numbers with Visual Models Worksheet (for

differentiation)

ELMO and Projector

Multiplying Menace: The Revenge of Rumpelstiltskin by Pam Calvert

Revisions:

For students who are struggling with understanding the concept, during Intervention they will

work either one-on-one with the teacher or in a small group with using visual models to visualize

the concept of multiplying whole numbers and fractions to get a smaller product.

Extensions:

For students who already have a firm understanding of the concept, they could create visual

models of how one could understand multiplying fractions and whole numbers, working step by

step to explain their modeling and thinking.

Data Analysis:

Multiplying Fractions and Whole Numbers Worksheet Analysis:

Answered 8-10 Questions Correctly: 20 students

Answered 5-7 Questions Correctly: 4

Answered 0-5 Questions Correctly (pull for morning intervention): 0

Reflection:

This lesson went very well, particularly when we talked about how to consider whole numbers

fractions. When working with fractions and whole numbers I noticed that it was particularly

helpful to replace the multiplication symbol with the of. We touched on how this works

because with multiplication you can use the commutative property. One thing that I would like

to revisit is the explanation of how the product of a fraction and a whole number will always be

larger than the fraction but smaller than the whole number and have students be able to justify

why that is. One thing that the school is really focusing on is open ended questions and

justification of answers.

Name:

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions to mixed numbers if needed. Show all of your work in

the space below the problem

1. 6/7 x 3 = _____

6. 6 x 9/10 = _____

2. 5/8 x 7 = _____

7. 3 x 2/9 = _____

3. 3/9 x 5 = _____

8. 5 x 2/3 = _____

4. 1/5 x 6 = _____

9. 3/2 x 5 = _____

5. 6/7 x 7 = _____

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions to mixed numbers if needed. Show all of your work in

the space below the problem

1. 6/7 x 3 = 24/7

6. 6 x 9/10 = 52/5

2. 5/8 x 7 = 43/8

7. 3 x 2/9 = 2/3

3. 3/9 x 5 = 12/3

8. 5 x 2/3 = 31/3

4. 1/5 x 6 = 11/5

9. 3/2 x 5 = 71/2

5. 6/7 x 7 = 6

10.

/9 x 3 = 22/3

43

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Multiplying Fractions and Mixed Numbers

Date: February 24, 2016

Curriculum Area: Mathematics

Estimated Time: 65 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in g-eneral by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Multiply a fraction and a mixed number using like and unlike denominators with 6/8

accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to multiply a fraction and a mixed number with like and unlike denominators.

Evaluation of Learning Objective(s):

When given a teacher made assessment, students will answer 6/8 questions correctly to be

considered proficient.

Engagement:

The students will come in with their daily routine and the teacher will have them set up for

playing a review game on Kahoot.it The teacher will have the page pre-loaded onto the

laptop, ready to connect to the projector.

o Come in and write your homework down in your agenda, team captains make sure

that you check! Once you have written down your homework, team captains need to

make sure that everyone has a whiteboard, eraser, and their yellow folder. While

those items are being passed out, you can take out your device; make sure that it is on

silent. We are going to do a quick review of what we learned yesterday. What did

44

we learn yesterday? Thats right, multiplying fractions and whole numbers. How do

we do that? Yes, thank you! Alright, so now that you have everything in front of

you, you are going to go onto Kahoot, your game pin is up on the board. Remember

to only use your first name as your nickname.

The students will complete the Kahoot questions and the teacher will print the resulting data

while the students are putting away their devices.

Learning Design:

I. Teaching:

The teacher will instruct the students where to write their notes on the foldable.

o In the Multiplication tab in the third column on the top half of the tab.

The teacher will go through step by step the process of multiplying a fraction and a mixed

number. The teacher will write under the ELMO for students better visualization.

o Label the top of the column Fraction and a Mixed Number. Remember that the

commutative property applies in multiplication. Does it matter if the mixed number

is the first or the last number? No, it does not. Keep that in mind because when we

move onto division next week that is going to change.

o Write Step 1: Change your mixed number into an improper fraction

How do we move from a mixed number to an improper fraction? We multiply

the denominator by the whole number. Add the numerator, and the whole

number goes over the original denominator. Think of it like a circle. Once

we do that, than it is pretty much the same process that weve been doing for

our other fraction multiplication problems.

o Write Step 2: Line up your fractions

o Write Step 3: Multiply the numerators straight across

o Write Step 4: Multiply the denominators straight across

o Write Step 5: Simplify if needed

Are we always going to need to simplify? No. Are you going to give me an

improper fraction ever again unless I specifically ask for it? No.

The teacher will go through the step by step process of multiplying a fraction by a fraction

connecting the steps with an example problem. The students will follow along with their

personal foldable.

o For the example 2 and 3/4 x 1/9

o Step 1: 2 and 3/4 into an improper fraction of 11/4

How do we turn 2 and into an improper fraction? We go in a circle. We

multiply the denominator and the whole number, 4 times 2, which gives us 8.

We add that to the numerator, 8 plus 3 equals 11, and then that goes over the

original denominator, giving us 11/4.

45

o Step 2: 11/4 x 1/9 with the numerators and the denominators lined up next to each

other.

o Step 3: 11 x 1 = 11

o Step 4: 4 x 9 = 36

o Step 5: 11/36 cannot be simplified.

The teacher will visually demonstrate how to represent a mixed number equation model in

the students Math notebooks.

o Now, mixed numbers are probably the hardest to visualize, so there is a method that

you can if you get a bit stuck on understanding the equation or process. Lets think

about area. To start with, we can draw a rectangle and at one end of the rectangle

draw a line. Lets say that our equation is 2 and 3/5 x . Label the short end of the

rectangle with . The longer side is going to be our mixed number. In the smaller

rectangle, label 3/5, and the larger end label 2. We can find the area of the two

rectangles and then add them together. What is times 2? 2/4 which is simplified to

. And times 3/5 equals 3/20. plus 3/20 is equal to 10/20 plus 3/20 which is

going to equal 13/20. Now lets try that using our step by step method and we should

get the same answer. 2 and 3/5 turns into 13/5. Line up our fractions, 13/5 x . 13

times 1 equals 13. 5 times 4 equals 20. 13/20 cannot be simplified anymore.

The teacher will project four problems for the students to work out in their notebooks.

o Alright, so here Ive got four problems and I know that you will be able to solve all of

these. For two of the problems, and you can choose which two, I want you to draw

the rectangles and give me a visual representation of the problem. You may work

with a partner, thats one other person, for these problems. You do not have to, you

may work independently if you would like. If the noise level gets too loud than we

wont be able to work in partners.

32/5 x 1/6 =

2/7 x 42/5 =

57/10 x 3/8 =

121/5 x 7/9 =

o Okay, so you should all be finishing up. Lets share some of our answers and how we

got them. I want you to turn and share with the rest of your table about what answers

you got and how you got them.

Lets go over the problems altogether. For the first problem, 32/5 x 1/6 = did

anyone solve it with the visual model? Good, walk us through the steps that

you did. Show us what your model looks like. Others who used this method

for the first problem, do you agree? Excellent. Now those who did not use

the model, did you get the same answer? Good. Someone walk us through

their work without using the model.

46

III. Assessment

The teacher will pass out the assessment which students will complete for homework

individually.

o Alright, lets take a look at your homework. There are ten questions that you can all

do. You can solve it either way that we talked about, using the steps or the model, I

want you to be able to work these problems out in a way that makes the most sense to

you. If you are a very visual person, then go for it. If you like the step by step, thats

fine too.

IV. Closure:

The teacher will put a bell-ringer question on the board from the ELMO. The students will

have 2 minutes to work through it independently.

o There is a bell-ringer on the board, take a couple of minutes and work it out on your

whiteboards individually, by yourself. Lets read through the problem. The question

is 7 and times 2 and . Okay, now lets take a look at the answer choices weve

been given. A: 5. B: 10. C: 14 and . D: 18 and . And finally E: 37 and . Think

about how we solve mixed number multiplication.

The students will turn and talk to their neighbor about how they solved the problems.

The students will discuss as a table the problem.

The teacher will go through the problem with the students.

o Now, first, lets say that I want model this problem. What is my first step going to

be? What am I going to label my rectangle as? What is going to be my next step?

o Now, if I want to not model the problem, what am I going to do first? Then what?

o Someone give me an explanation of what this problem is really saying?

Materials and Resources:

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Bell-ringer: Question #5 (5th Grade Bell Ringers from Interim 1 Assessment)

Math Spiral Notebooks

ELMO and Projector

Lesson 3 practice problems

Multiplying Fractions and Mixed Numbers Assessment.

Student Devices

Kahoot.it: Multiplying Mixed Numbers and Fractions quiz

47

Large paper and markers (for differentiation)

Revisions:

For students who are struggling with the concept, they can work one-on-one with the teacher or

in a small group focusing on visualizing the problem using fraction pieces and/or graph paper

and different colors to represent the equations.

Extensions:

For students who understand the concept quickly, they can work on exploring and creating

explanations of the process, why the multiplication steps work and/or why the visual model is the

way it is.

Data Analysis:

Multiplying Fractions and Mixed Numbers Worksheet Analysis:

Answered 8-10 Questions Correctly: 10

Answered 5-7 Questions Correctly: 13

Answered 0-4 Questions Correctly (pull for morning intervention): 1

Reflection:

This lesson went well; the biggest issue that I noticed with their assessments was that

many of the students do not consider simplifying more than once. They will often simplify once

and then not check to make sure that they have simplified as far as they can. As far as the lesson,

I think that they were able to really understand the concept behind multiplying mixed numbers

and fractions as a combination of multiplying fractions and fractions and fractions and whole

numbers. I was a little uncertain about teaching the concepts in this order after understanding

that other teachers were teaching mixed numbers before whole numbers, but I think the students

really benefited from understanding it more conceptually after knowing fractions and whole

numbers.

3 /5 x /6 =

2

/7 x 4 /5 =

7

5 /10 x /8 =

1

12 /5 x /9 =

Name:

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

/7 x 3/4 = _____

6. 6

/8 x 7 1/2 = _____

7. 3

/6 x 2/9

= _____

8. 5

/8 x 2/3

= _____

1. 5

2.

3.

/9

4.

/5 x 6 2/9 = _____

5.

x5

/3

= _____

/7 x 7 2/3= _____

9.

10.

/10

/10

=_____

/2 x 5 2/5 = _____

/9 x 3 3/5= _____

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

/7 x 3/4 = 4 11/28

6. 6

/8 x 7 1/2 = 4 11/16

7. 3

/6 x 2/9

= 23/27

8. 5

/8 x 2/3

= 3 7/12

1. 5

2.

3.

/9

4.

/5 x 6 2/9 = 1 11/45

5.

x5

/3

= 1 7/9

/7 x 7 2/3= 6 4/7

9.

10.

/10

/10

= 6 3/100

/2 x 5 2/5 = 8 1/10

/9 x 3 3/5= 3 1/5

51

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Multiplying Fractions with Word Problems Date: February 29, 2016

Curriculum Area: Mathematics

Estimated Time: 45 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Use word problems to multiply fractions with 80% accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to multiply a fraction using a word problem.

Evaluation of Learning Objective(s):

When given a teacher created problem sheet, students will be able to correctly multiply fraction

equations using word problems with 4/5 accuracy to be considered proficient.

Engagement:

The teacher will have the beginning of class routine posted on the board.

o Come in, take have your homework out, table leaders get your tables yellow folders

and whiteboards out.

The students will review the homework within their table group. The teacher will go through

problems where students disagreed on the answer.

o Take three minutes and share your answer with your table. If you get different

answers, check your math, check your simplifying.

The students will take a review quiz on Kahoot.it to review the different types of fraction

multiplication problems.

52

Learning Design:

I. Teaching:

The teacher will explain how to identify key words to look for when reading word problems

for multiplying fractions.

o Remember, when we are talking about multiplying fractions, we are really looking for

that question What is blank of blank? Thats what we have to do when we are

solving word problems as well.

The teacher will model finding the equation from the word problem and solving the resulting

equation.

o Jack in the Beanstalk has 512 magic beans. He will plant 5/8 beans and save the rest

for next year. How many beans did he plant?

o Know, I look at this question and Im going to highlight the important parts. I know

Im going to need the numbers, so Im highlighting 512 beans, we always label our

numbers, and 5/8 beans planted.

o When I look at this question, I can see that the real question is what is 5/8 of 512?

o When Im writing my equation, I know that I can replace the multiplication sign with

what? Of. Good, well the reverse is true. I can replace the of with what? A

multiplication sign. Yes.

o So, I end up with 5/8 x 512. I can solve this.

o What is my first step? Make my whole number a fraction.

o What is 512 as a fraction? 512/1

o What do I need to do next? Line up my fractions.

o Now what do I do? Multiply my numerators.

o What are my numerators? 512 and 5.

o What is 512 multiplied by 5? 2560

o Alright, now what do I do? Multiply my denominators.

o What are my denominators in this equation? 1 and 8

o What is 1 multiplied by 8? 8 good.

o Now what do I do? Put my numerator and denominator together.

o So I have 2560/8. Am I finished? No. What do I need to do now? Simplify.

o What type of fraction is this? An improper fraction.

o What do I do with improper fractions? I make them into mixed numbers.

o Work with a partner and find out what 2560/8 is as a mixed number. 320. Its

actually a whole number.

o Lets go back to our problem and see if that makes sense.

o Is it logical, or rational, that Jack would plant 320 beans? Yes!

o Do you think it would be rational or logical that Jack would plant a fraction of a

bean? I dont think so, that doesnt quite make sense.

o Now weve gotten our answer, lets write our summary sentence.

53

o Jack in the Beanstalk planted 320 beans this year. My sentence fully answers the

question and Ive shown all of my work.

II. Opportunity for Practice:

The students will work in pairs to create three word problems involving multiplying

fractions. They will write out their solutions.

o Okay, now were going to do something a little different. Instead of me just giving

you the problems and you working with each other to solve them, you are going to be

creating the problems for yourselves and each other. You have 10 seconds to find a

partner. If you cannot find a partner in that time, then I will find one for you. Ready,

go.

o Once you have your partner, you are going to need two pieces of paper.

o In your neatest handwriting, you are going to create three multiplication fraction word

problems. On the other piece of paper, you are going to create your answer key,

solve your problems. Im going to give you 8 minutes to work.

The students will switch problems with another group and solve that team pairs problems.

o Alright, now when I say go you are going to exchange your problems with another

group. Keep your answers with you. You are going to work with your partner to

work out the other groups problems. Im going to give you another 8 minutes to

solve these. Ready, Go.

The students will meet back with the partners that they switched with and check to review

their problems.

o Now that everyone has finished solving, find the group who you switched problems

with and join up to be a group of four. Among your groups, discuss your answers and

how you solved the problems.

III. Assessment

The teacher will hand out the teacher-made assessment for the students to do as homework.

o Here is your homework. There are only five problems. I want to see all of your work

and your summary sentence. If you do not show your work, is it going to be correct?

No. If you do not simplify ALL THE WAY, is it going to be correct? No. If you do

not label, is it going to be correct? No.

The teacher will review the problems before the students work on them.

o Can I get someone to read the directions? Thank you.

IV. Closure:

The students will play word problem BINGO using the teacher made multiplying fractions

BINGO cards.

o Now, I think we have enough time to get one or two rounds of Bingo in before the

end of clas..

54

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Word Problem Bingo cards and counters

Teacher made assessment

Paper

ELMO and Projector

Graph Paper

Differentiation Strategies (including plans for individual learners):

Revisions:

Students who are struggling with understanding the concept will work one-on-one or in small

groups with the teacher on working through word problems using modeling.

Extensions:

Students who quickly understand the concept will work on creating a study guide Kahoot to be

shared during a review of the unit.

Data Analysis:

Multiplying Fractions with Word Problems Worksheet Analysis:

Answered 4-5 Questions Correctly: 23

Answered 2-3 Questions Correctly: 3

Answered 0-1 Questions Correctly (pull for morning intervention): 0

Reflection:

This lesson went really well. I stressed how important it is to understand what the

question is really asking. The students at first had a hard time understanding that and I really had

to model more than I had planned, but in the end it really helped and the students were able to

see what I meant when I was asking What is the real question here? I really wanted to make

sure they understood this lesson because I knew it would get very difficult once I moved to

division questions and didnt explicitly highlight whether the problem was multiplication or

division.

Name:

Date:

#:

Directions: Solve the problems below. Label and write your answers in the simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. The Smiths had 9/10 of a tank of gas before going on a road trip.

They used 3/5 of their gas on their trip. How much of a tank did

they use?

2. Nicole had 4/5 of a yard of fabric to make a scarf. She cut 3/10

of a yard off to make it the right size. How much fabric did she

cut?

farm with carrots, how many acres of the farm are planted with

carrots?

cookies. How much butter did she use?

that time. How long did Nikki walk?

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Label and write your answers in the simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

6. The Smiths had 9/10 of a tank of gas before going on a road trip.

They used 3/5 of their gas on their trip. How much of a tank did

they use?

9/10 x 3/5 = 27/50 of a tank of gas

7. Nicole had 4/5 of a yard of fabric to make a scarf. She cut 3/10

of her fabric off to make it the right size. How much fabric did

she cut?

4/5 x 3/10 = 12/50 = 6/25 of a yard off.

8. Old McDonalds farm is 7/9 of an acre. If he plants 3/8 of the

farm with carrots, how many acres of the farm are planted with

carrots?

7/9 x 3/8 = 21/72 = 7/24 of an acre are planted with carrots.

9. Susan has 7/8 of a pound of butter. She uses 2/3 of it to make

cookies. How much butter did she use?

7/8 x 2/3 = 14/24 = 7/12 of a pound of butter.

10.

5/7 x = 5/28 of an hour.

57

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Dividing Fractions and Fractions

Date: March 2, 2016

Curriculum Area: Mathematics

Estimated Time: 65 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Divide a fraction by a fraction with like and unlike denominators with 80% accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to divide a fraction by a fraction with like and unlike denominators.

Evaluation of Learning Objective(s):

When given a teacher created problem sheet, students will be able to correctly divide fractions by

fractions with 8/10 accuracy to be considered proficient.

Engagement:

The teacher will direct the students through their beginning routine.

o Hi everyone, as you come in, write your homework down in your agenda, table

captains get your tables yellow folders and whiteboards. When you have your

whiteboard you can take out your fractions foldable.

The teacher will introduce the new learning target.

o So weve finally finished multiplying fractions and now, we start something even

more exciting: DIVIDING! Our new learning target is that I can divide fractions by

other fractions. What am I looking for? I know my fraction vocabulary, I can find

the reciprocal of a fraction, and I can multiply fractions.

58

The teacher will create a KWL chart of what the students know about fractions and division,

what they want to know, and will finish up the lesson with a review of what they learned

about dividing fractions by fractions.

o So, before we get too far into Dividing Fractions, have you guys ever done a KWL

chart? No, well, we start with what you already know about dividing fractions or

fractions in general. Then, well talk about what you want to know about dividing

fractions. When we finish, well come back and talk about what we learned.

o Lets get started on what we already know about fractions and about dividing them.

Learning Design:

I. Teaching:

The teacher will introduce a new vocabulary word: Reciprocal and discuss what it means.

o Open your fraction foldable to the vocabulary section. You should have at least one

more space in your chart. In that last space you are going to add the word

Reciprocal. Does anyone have any idea what that word means? Reciprocal means

the opposite of a number. For example, if we have a fraction like 1/2, we are going to

flip it upside down and get the fraction 2/1 which equals two. So what is the

reciprocal of 1/2? 2. Excellent. What would the reciprocal be of 3/5? 5/3, which

simplifies to 1 and 2/5.

The teacher will guide the students through how to solve a division problem using a model of

the equation.

o Now that weve got our vocabulary taken care of, lets get to dividing fractions. Lets

think about what exactly it means to be dividing fractions. When we multiply

fractions, were really asking how many fractions of another number we have. For

example, 1/2 x 6 is really asking what 1/2 of 6 is. When we divide fractions and

another number, we are really asking how many times that fraction will go into a

number. For example, if my problem is 1/2 divided by 1/8, then what Im really

asking is how many 1/8ths will be in that 1/2. Lets model this. If I have a rectangle,

and I split it in half, because thats what I want to know first. Then, Im going to

break my rectangle into eighths. Now that Ive done that, how many of those eights

fit into that half? 4, absolutely.

The teacher will work through the step-by-step process of dividing two fractions using

multiplication and the reciprocal number.

o Alright, so now that we understand that concept behind what it really means to divide

fractions, lets find out the shortcut. Do we remember that new vocabulary word that

we just learned? Reciprocal. Well, here is where we are going to be using it. Take

out your foldable and turn to the Division flap. Just like we did with our

multiplication, we are going to write the steps out on the top flap and then have an

example in our bottom flap. Our first step is going to be to keep our first number the

59

same. Step 2 is to change the division sign to a multiplication sign. Our third step is

going to be to take the reciprocal of the second number. Step 4 is to solve the new

multiplication problem. What is always our last step when we have fractions? To

Simplify. Now for our example, lets take that same problem we modeled. 1/2

divided by 1/8. We are going to keep our 1/2, change our division sign to a

multiplication sign, and then take the reciprocal of 1/8, which is going to be 8/1. We

arent going to simplify this 8/1 yet, because now were multiplying and we want to

have two fractions to multiply together. Now that we have 1/2 x 8/1, what is our

answer going to be? 8/2. Which simplifies to 4/1, and we know that any number over

1 is a whole number, so we get 4. Thats the same number we got when we modeled

this problem, so we can check our answer that way. Fantastic!

II. Opportunity for Practice:

The students will work with a partner on their whiteboard to show the model of equations as

well as the multiplication of the reciprocal.

o Take your whiteboards and you are going to work with a partner to solve these

problems. You can model or use the reciprocal, whichever is going to make the most

sense to you. Make sure you are checking your work and simplifying all the way.

o 5 divided by 1/2.

o 3 divided by 1/3.

o 2 divided by 1/4.

o 7 divided by 2/3.

The class will come together to discuss the relationships between the fractions being divided

and the answer.

o So, what do you notice about the numbers within the equation and the quotients, the

answers?

III. Assessment

The teacher will have students pass out the assessment homework and review the problems.

o Coming around is your homework. I need someone to read aloud the instructions.

What was that last part? Show all of your work. That means everything! Make sure

you simplify as well. Looking over some of your other work, Ive noticed that many

of you simplify once and then dont go back and do so again. You need to be

checking to ensure that you have simplified all of the way.

IV. Closure:

The students will revisit their KWL chart and complete a sticky note with what they learned

during the lesson. On their way out, students will place their sticky note on the chart,

highlighting one thing they learned.

60

o While youve been working Ive placed a sticky note at your desk. What I want you

to do is to write one thing that youve learned today on the note. Put your name on

the back of the note, on the sticky side. As you leave, you are going to put the sticky

note on the chart that we made earlier. What column do you think you are going to

place the note on? The L column, excellent.

Materials and Resources:

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Sticky notes

KWL chart

Teacher made assessment

Graph paper

ELMO and Projector

Differentiation Strategies (including plans for individual learners):

Revisions:

Students who are struggling with understanding the concept will work one-on-one or in a small

group on modeling equations dividing fractions.

Extensions:

Students who really understand the concept will explore practical application for dividing

fractions in the real world.

Data Analysis:

Dividing Fractions Worksheet Analysis:

Answered 8-10 Questions Correctly: 25

Answered 5-7 Questions Correctly: 0

Answered 0-5 Questions Correctly (pull for morning intervention): 1

Reflection:

I was really surprised and proud of how well my students did on this lesson. Once I

discussed the reciprocal, they were able to make the connection between division and

multiplying fractions. I think conceptually they understood this more than multiplication of

fractions, understanding that you are dividing fractions among others and questioning how many

in, rather than of. My expectations were proved by the assessment data. I had a discussion with

the one student who missed five of the problems and he was able to sit down and explain the

61

material and why he made the mistakes he did. On the Assessment I ended up including some

division with whole numbers to see how they did and they were able to pick up on it very

quickly and use what they knew about multiplying with fractions and whole numbers to solve the

division with fractions and whole numbers. This makes me confident that I will not have to

spend as much time on the next lesson as I had planned, which is good because of time

constraints Im afraid that I will not have as much time to focus on division as I had originally

planned to have.

Name:

Date:

#:

Dividing Fractions

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

6.

/4

/4 = _____

/8 = _____

7.

/5

/4 = _____

3. 4

8.

/4

/6 = _____

4. 2

/2 = _____

9.

5. 6

/7 = _____

10. 9

1. 5

2. 3

/4 = _____

/6 = _____

/8

/4 = _____

/2 = _____

Name:

Answer Key

Date:

#:

Dividing Fractions

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

6.

/4

/4 = 3

/8 = 24

7.

/5

/4 = 2 2/5

3. 4

8.

/4

/6 = 4 1 /2

4. 2

/2 = 4

9.

5. 6

/7 = 42

10.

1. 5

2. 3

/4 = 20

/6 = 24

/8

/4 = 2 1 /2

/2

= 18

64

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Dividing Fractions and Whole Numbers

Date: March 2, 2016

Curriculum Area: Mathematics

Estimated Time: 55 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Divide a fraction and a whole number with 4 out of 6 accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to divide a unit fraction and a whole number.

Evaluation of Learning Objective(s):

When given a teacher created problem sheet, students will be able to correctly divide fractions

and whole numbers with 8/10 accuracy to be considered proficient.

Engagement:

The teacher will read aloud the story The Multiplying Menace Divides by Pam Calvert.

o So, do we remember the story that I read aloud last week about how when you

multiply with fractions and whole numbers you get a smaller product? The one with

Rumpelstiltskin, right. Well, there is actually a sequel that goes along with what we

are going to be learning today. It is called The Multiplying Menace Divides. While

Im reading it, I want you to see if you can pull out any information that may give

you a clue about what we are going to be learning. Remember if you notice anything

interesting while were going through the story about what happens to the numbers.

65

Learning Design:

I. Teaching:

The students will take out their whiteboards, foldable, markers, and erasers.

o I need table leaders to get your tables whiteboards, erasers, and yellow folders out.

Remember, if you do not have a dry erase marker, you will need to use a pencil and

paper. Once you get your yellow folder, you need to take out your fraction foldable.

We are not going to be writing our notes on the lesson just yet. First, we are going to

be using a model. But, what do you think we are going to model? Yesterday we

learned about dividing fraction with other fractions. Today, we are going to learn

about dividing fractions and whole numbers.

The teacher will demonstrate how to solve an equation using a model.

o Now, remember what type of question Im really asking when I have a fractional

division equation? Im really asking how many in? Lets work through the

equation 4 divided by 1/3. What Im really asking with this equation is how many

1/3s in 4 wholes? Lets start with our model. Say that I have 4 cakes. I want to cut,

to divide, my cakes into 1/3s. How many friends am I going to be able to feed if they

all get 1/3? How many 1/3s in four cakes? There are 12 pieces of cake. I can feed

12 friends. There are 12 1/3s in four cakes.

The teacher will walk through how to divide an equation using multiplying and the

reciprocal.

o Now lets go use our shortcut methods in our foldable. What tab are we in?

Dividing, thats correct. Our first step is going to be to change our whole number into

a fraction. How do we make a whole number into a fraction? We make the

denominator one. Now I have a fraction divided by a fraction. We know how to do

that. We are going to keep our first number the same. Then we change the division

symbol to a multiplication symbol. Next, we take the reciprocal of the last number.

What does that mean? It means that we flip the number upside down. The numerator

becomes the denominator and the denominator becomes the numerator. Now, we

solve like we would a regular multiplication equation. We multiply our numerators,

multiply our denominators, and get our answer. Are we finished? No, what do we

always do for fraction equations? We Simplify.

o Lets use the same equation that we modeled earlier. I have 4 cakes that I want to cut

into 1/3 pieces and I want to know how many friends I can have if they each get one

piece. 4 divided by 1/3. My 4 gets turned into a fraction, making it 4/1. My division

symbol turns into a multiplication symbol. I take the reciprocal of 1/3, which is 3/1.

Now I line up my fractions and just multiply like a typical multiplication fraction

equation. Multiply my numerators, 4 x 3 equals 12. Multiply my denominators, 1 x 1

equals 1. I end up with 12/1. Any number with one as the denominator is really the

numerator as a whole number. 4 divided by 1/3 equals 12.

66

The students will work with partner to divide fractions and whole numbers using both the

steps and the model of the equation.

o Im going to give you ten seconds to choose a partner. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.

You should have your partner. You are going to use your whiteboards to work with

your partner to solve through these problems.

o 5 divided by

o 12 divided by 2/3

o 15 divided by 3/5

o 6 divided by

The teacher will walk through the equations with the students, using the equity sticks to call

on students for different problems.

o I am going to be using my sticks to call on you to walk through how you and your

partner solved each of the problems.

III. Assessment

The teacher will pass out the assessment and go over the problems with the class.

o Coming around is your homework page. You need to be sure that you show ALL of

your work and that you SIMPLIFY. These are the two biggest problems that Ive

been noticing that you guys have. Go back and double check your problems using

multiplication if you are unsure of your answer. I need someone to read the

instructions. Thank you.

o Now, lets take a look at what exactly Im asking you to complete.

IV. Closure:

The students will do a review Kahoot.it game to practice dividing fractions and fractions as

well as fractions and whole numbers.

o Because we have some time, you are going to take out your device and we can play a

quick round of Kahoot.

Materials and Resources:

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

The Multiplying Menace Divides by Pam Calvert

Graph Paper

ELMO and Projector

67

Student Devices

Kahoot.it

Revisions:

Students who are struggling with the concept will be able to work on a review Kahoot.it in a

small group with teacher assistance on working out problems.

Extensions:

Students who quickly understand the concept will be able to create their own challenging

kahoot.it questions to work on as a challenge review in a small group.

Data Analysis:

I ended up adding these problems in with the other assessment and the students were able

to solve them fairly easily, using what they knew about multiplication and applying it to division.

Reflection:

Due to time constraints I did not have time to fully teach this lesson and instead

combined some of the problems in my last lesson. Students were able to easily pick up on the

concepts and combine what they have learned about division and multiplication. Because the

standards do not cover this explicitly and the other math teachers were not teaching this

separately I felt confident in not having to spend a whole lesson on this material.

Name:

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

4. 2

/8 = _____

5. 6

6. 9

3. 4

/4 = _____

/6 = _____

/2 = _____

/7 = _____

/2 = _____

Name:

Answer Key

69

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

4. 2

/8 = 24

5. 6

6. 9

3. 4

/4 = 20

/6 = 24

/2 = 4

/7 = 42

/2 = 18

70

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Dividing Fractions and Mixed Numbers

Date: March 3, 2016

Curriculum Area: Mathematics

Estimated Time: 55 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Divide a unit fraction and a mixed number with like and unlike denominators with

80% accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to divide a fraction and a mixed number with like and unlike denominators.

Evaluation of Learning Objective(s):

When given a teacher created problem sheet, students will be able to correctly divide fractions

and mixed numbers with 8/10 accuracy to be considered proficient.

Engagement:

The students will move through their beginning routine: take out their homework, team

leaders will get whiteboards and yellow folders, students will write out their homework in

their agendas.

o As you come in, make sure that you write down the homework. Table captains get

your tables yellow folders, whiteboards, and erasers. If you do not have a dry erase

marker, you need paper and a pencil.

The class will have a class discussion combining what they have learned about dividing

fractions with fractions, as well as whole numbers to predict what they think will happen

71

when they divide a fraction and a mixed number. The teacher will ask guiding questions to

promote the students discussion and critical thinking.

o What do we know about fractions and division? What have we learned so far?

o What are some vocabulary words that we need to know with division?

o Take a moment and think about what we do when we multiply fractions and mixed

numbers. How do you think that will relate to dividing fractions and mixed numbers?

o What do you think it means to be dividing fractions and mixed numbers?

o Can we make a prediction about what type of quotient we will get when we divide a

fraction and a mixed number? Will it be smaller than the fraction? Smaller than the

mixed number? Larger than the fraction? Larger than the mixed number? Why?

Learning Design:

I. Teaching:

The teacher will model and explain how to solve an equation using a visual model.

o Lets go to our model first, and work through that before I show you the short cut.

Lets say that my equation is 3 divided by 2/3. What am I really asking here? I am

asking How many 2/3 in 3 and a half? Remember, this is not multiplication, I am

not asking what is 2/3 of 3 and a half?

o What number do you think Im going to start off with? 3 and , good, why?

Because it is the first part of my equation. This is division; we cannot use the

commutative formula. Im going to draw 3 and 1/2 cakes using my graph paper.

Now, Im going to DIVIDE my cakes into 2/3. How many 2/3 did I end up with?

21/4. Now, when I write that as my answer, is that how Im going to leave it? No, I

have to simplify. Now, I can see that this is an improper fraction, so I know that it

has to be changed to be a mixed number. I can divide 4 into 21 5 times, so 5 is going

to be my whole number. 4 x 5 is 20, 21 20 equals 1, and I put that over the same

denominator, and end up with 5 and 1/4. I know that 3 and divided by 2/3 equals 5

and . Turn and talk with your partner about how the quotient, the answer, relates to

the other numbers in the equation. Did it match the predictions we made earlier?

The teacher will indicate where the students are working in their foldable.

o Alright, are we ready to learn the shortcut? Good. Take your foldable out of your

yellow folder and where do you think we are going to be working? In the Division

Tab. And weve already filled up our first two columns, so its pretty obvious where

we are going to be writing.

The teacher will work through the steps to solve an equation without a model.

o Our first step is going to be to change our mixed number into a fraction. What type

of fraction will it be? An improper fraction. How do we make a mixed number into

an improper fraction? We multiply the denominator by the whole number, add it to

the numerator, and then place that number over the same denominator. Remember to

72

think about it like a circle. Now I have a fraction divided by a fraction. We know

how to do that. We are going to keep our first number the same. Then we change the

division symbol to a multiplication symbol. Next, we take the reciprocal of the last

number. What does that mean? It means that we flip the number upside down. The

numerator becomes the denominator and the denominator becomes the numerator.

Now, we solve like we would a regular multiplication equation. We multiply our

numerators, multiply our denominators, and get our answer. Are we finished? No,

what do we always do for fraction equations? We have to Simplify.

o Lets work through the same example we modeled earlier. 3 and divided by 2/3.

My first step is to change that mixed number into an improper fraction. 3 x 2 = 6,

6+1 = 7. Put 7 over the same denominator of 2. Now I have 7/2 divided by 2/3. We

know how to divide a fraction and a fraction. We keep the first number the same, 7/2,

change that division symbol into a multiplication sign, and get the reciprocal of 2/3,

which is 3/2. Now I have a fraction multiplied by a fraction. Multiply our

numerators, 7 x 3 = 21. Multiply our denominators, 2 x 2 = 4. 21/4 am I done? No.

What kind of fraction do I have? An improper fraction. And how do I simplify

those? I make them into a mixed number. How many times can I put 4 into 21? 5

times. 5 x 4 = 20. 21 20 = 1. I have 5 and . Is that the same answer that I got

when I modeled?

Students will work on practice problems with partners on their whiteboard, both with steps

and with modeling. While students are working through the problems, the teacher will

circulate to ensure students are staying on task.

o Now, I want you to work with your table members and solve this problem using

modeling. 4 and pizzas were divided into pizzas. How many pizzas were

there? 4 and divided by =

o Solve this problem using the short cut method to check your work.

o Solve this problem using modeling and the shortcut method to check.

The teacher will work through the problems with the students using the equity sticks to have

students contribute to different parts of the problem solving.

III. Assessment

The teacher will have the assessment handed out to do as homework.

o Coming around is your homework. Once you get your paper make sure to put your

name, date and number on the top. If it doesnt have your name on it than you will

not be getting a grade on it. I need one person to read the directions out loud. Make

sure that you simplify all the way. Check using the shortcut method. A lot of us have

trouble make improper fractions mixed numbers and making mixed numbers

73

improper fractions, so its really important that you take your time and check your

work.

The students will review the problems as a class before working on them individually.

o Lets take a look at the problems that you need to complete.

IV. Closure:

Students will play Fraction Bingo as a way to review dividing fractions and fractions,

fractions and whole numbers, and fractions and mixed numbers.

o We have some time before the end of class, so we can get a couple of games of

BINGO in. This BINGO game has multiple types of equations in, dividing fractions

with fractions, fractions and whole numbers, and fractions and mixed numbers.

Materials and Resources:

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

ELMO and Projector

Graph Paper

Fraction Bingo Cards

Bingo counters

Teacher Made Assessment

Differentiation Strategies (including plans for individual learners):

Revisions:

Students who are struggling with the concept will work to create their own bingo cards to be

used as a review for the test.

Extensions:

Students who quickly understand the concept will create a poster with a verbal explanation of

what it means to divide a fraction and a mixed number.

Data Analysis:

Reflection:

Due to time constraints I was not able to teach this lesson explicitly, but I reviewed the

material with the students and they did very well. The only issue they had was with simplifying,

something that has been a bit of an issue throughout the unit, though it is something they should

have been proficient last year with simplifying fractions. This has been my focus during

intervention with many students.

74

Name:

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

3. 4

/8 1/4 = _____

4. 2

/8 = _____

5. 6

/2 1/6 = _____

6. 9

/2

/7 1/2 = _____

/6 1/7 = _____

/6 1/2 = _____

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

3. 4

/8 1/4 = 20 1/2

4. 2

/8 = 28

5. 6

/2 1/6 = 27

6. 9

/2

/7 1/2 = 4 6/7

/6 1/7 = 47 5/6

/6 1/2 = 18 1/3

77

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Dividing Fractions with Word Problems

Date: March 4, 2016

Curriculum Area: Mathematics

Estimated Time: 55 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Use word problems to divide fractions with 80% accuracy.

Learning Objective(s) stated in kid-friendly language:

I will be able to divide a fraction using a word problem.

Evaluation of Learning Objective(s):

When given a teacher created problem sheet, students will be able to correctly divide fractions

using word problems with 4/5 accuracy to be considered proficient.

Engagement:

Students will follow their beginning routine: take out their yellow folders, get whiteboards,

erasers, homework out, and fraction foldable out.

Students will review dividing a fraction and a fraction, fraction and whole number, and

fraction and mixed number with a review Kahoot.it game.

Learning Design:

I. Teaching:

78

The teacher will explain how to identify key words to look for when reading word problems

for dividing fractions.

The teacher will model finding the equation from the word problem.

The students will work in pairs to create three word problems involving multiplying

fractions. They will write out their solutions.

The students will switch problems with another group and solve that team pairs problems.

The students will meet back with the partners that they switched with and check to review

their problems.

III. Assessment

The teacher will hand out the teacher-made assessment for the students to do as homework.

The teacher will review the problems before the students work on them.

IV. Closure:

The students will play word problem BINGO.

Materials and Resources:

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Differentiation Strategies (including plans for individual learners):

Revisions:

Students who are struggling with concept will work one-on-one or in small groups with the

teacher to highlight and analyze word problems to find the equation.

Extensions:

Students who quickly understand the concept will create their own division word problems when

given the answer.

Data Analysis:

Reflection:

79

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Multiplying and Dividing Fraction Word Problems

Date: March 7, 2016

Curriculum Area: Mathematics

Estimated Time: 40 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1. Compare and contrast solving word problems multiplying and dividing fractions.

Learning Objective(s) stated in kid-friendly language:

I will be able to understand the difference between multiplying and dividing word problems with

fractions.

Evaluation of Learning Objective(s):

When given a teacher made assessment, students will score to be considered proficient.

Engagement:

Students will go through their beginning routine: table captains will get out their yellow

folders and whiteboards, and students will have their homework out to go over while settling

in.

The teacher will have students decide whether a word problem is multiplying or dividing.

Learning Design:

80

I. Teaching:

The class will discuss what they know about multiplying and dividing fractions with word

problems.

The teacher will model how to justify their answers using word problems.

II. Opportunity for Practice:

Students will play Kahoot.it to work out whether a word problem is asking to multiply or

divide.

III. Assessment

The teacher will hand out the assessment and review the problems before the students work

on the problems individually as homework.

IV. Closure:

The students will revisit the word problems from the beginning of class and be able to

understand the differences between multiplying and dividing the word problems.

Students will solve the problems.

Materials and Resources:

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Green and Red cards

Word problems

Kahoot.it

Student devices

Differentiation Strategies (including plans for individual learners):

Revisions:

Students who are struggling with understanding the concept will work one-on-one or in a small

group to create their own fraction word problems and then work to understand the concept of

how to put multiplying and dividing fraction equations into word problems.

Extensions:

Students who quickly understand the concept will work to turn multiplying fraction word

problems into dividing fraction word problems and vice versa.

Data Analysis:

Reflection:

Due to time constraints I was not able to teach this lesson.

81

82

Instructor: Rachael Celia

Grade Level/Cooperating Teacher: 5th Grade/Lynette Summers

Lesson Title: Catering Fractions

Date: March 9, 2016

Curriculum Area: Mathematics

Estimated Time: 90 minutes

Standards Connection:

ALEX 5th Grade Mathematics:

14.) Apply and extend previous understandings of multiplication to multiply a fraction or whole

number by a fraction. [5-NF4]

16.) Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by

using visual fraction models or equations to represent the problem. [5-NF6]

17.) Apply and extend previous understandings of division to divide unit fractions by whole

numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can

develop strategies to divide fractions in general by reasoning about the relationship between

multiplication and division. However, division of a fraction by a fraction is not a requirement at

this grade.) [5-NF7]

Learning Objective(s):

Students will be able to:

1) Apply multiplying and dividing fractions into a real world investigation with 75%

accuracy using the project rubric.

Learning Objective(s) stated in kid-friendly language:

I will multiply and divide fractions in a real-world scenario.

Evaluation of Learning Objective(s):

Students will be able to complete two letters outlining and justifying their work with 75%

accuracy to be considered accurate.

Engagement:

The teacher and students will brainstorm what they know about multiplying and dividing

fractions in real world settings.

o Come in and get settled, we have a lot to go over today. At your tables are pieces of

paper with a thought cloud in them. What you are going to do as a group is take 5

minutes and brainstorm with your group what you know about multiplying and

dividing fractions in the real world. This can be examples, what you know about

multiplying and dividing, anything that comes to mind when youre read this phrase

Multiplication and Division of Fractions in the Real World Think about some of

the practice problems that we have had over the past couple of weeks. Also think

83

about anything that you may have noticed or remembered if you had an experience

where you used fractions and division or multiplication.

Learning Design:

I. Teaching:

The teacher will split the students into groups of two and three to work on the investigation.

o I am going to split us up into groups of three by pulling your equity sticks in threes.

Dont get up and move yet, just take note of who you are going to be working with.

The teacher will introduce the 1st letter, recipes, and ingredients list using the ELMO.

o Alright, lets take a look at this letter that I have. (The teacher will read the letter and

highlight the important information).

o Get up and get into your groups, make sure you spread out. Once you have found a

spot, one person from each group come up and get your papers. The only paper that

you should write on is your scratch paper and your letter template. Do not write on

my ratings booklet, ingredient list, or recipes.

o So, what we need to do to help the catering company is to figure out how to convert

these recipes to serve 200 people. We need to know how much that is going to cost

for each recipe, how many ingredients we need to buy, and then consider the ratings.

All of these factors need to be included in your explanation.

The teacher will introduce the 2nd letter, recipes, and ingredients list.

o So now that we have a good understanding of how to work with these recipes and

ingredients, theyve thrown us a curveball. Now we find out that there are going to

be some vegetarians at the party. Are vegetarians going to be eating meatballs?

Nope. They need vegeballs. You have to figure out how to get 10 servings of

vegetarian meatballs and how much they are going to cost. Again, tell me which

recipes to use and why.

II. Opportunity for Practice:

The students will work in their groups to work through the problems.

The teacher will circulate while the students are working.

o I will be coming around if you have any questions while youre working. Before you

ask me anything, make sure that there isnt someone in your group who can help you

first. Thats why we are working in groups.

III. Assessment

The students will work on their final letter to the catering company individually.

o Lets take a look at our rubric once more and see what I am looking for when I am

going to be grading your letters. (the teacher will project the rubric on the ELMO and

84

read through the categories and discuss what a 4 is in each category). I know that you

can all get a 24 out of 24 on this. Remember, I am counting neatness as well!

IV. Closure:

The students will have a class congress to share and discuss their results and conclusions.

o Before we get up and start switching partners and groups, here is what we are going

to do. You are going to find 2 people who were not in your group and you are going

to pair up with them. You are going to share your final list and justification and

explanation. Discuss why you did what you did and how you feel about each others

methods for solving this issue.

While the students are sharing, the teacher will Circulate and listen to the conversations and

offering input on the methodologies or keep the conversations moving between groups.

Materials and Resources:

Fractions Foldable

Concept Maps for brainstorm

Pencils

Equity Sticks/cards

Cumulative Catering Activity

o Student Letter Templates

o Ingredient List 1 and 2

o Recipes 1 and 2

o Letters from the company

o Rubric

Paper

ELMO and Projector

Differentiation Strategies (including plans for individual learners):

Revisions:

Students who are struggling with the concept can work on the splitting candy bars activity to

enhance their understanding of the concept.

Extensions:

Students who quickly understand the concept can research their own recipes and determine how

to edit the recipe for numerous people and compare ingredients.

85

Data Analysis:

According to the Rubric

20-24 Points: 20

15-19 Points: 5

10-14 Points: 2

5-9 Points (Pull for Intervention): 0

4 Points (Pull for Intervention): 0

Reflection:

I feel like I definitely learned more than my students for this lesson. Overall I really

liked the lesson and I will definitely do this project again if Im able, but there were a lot of

changes that Id make if I were to do this again. I think many of the students really needed

some more structure in this lesson, and I ended up giving them much more time than I had

originally planned. I think they enjoyed this project and it really helped them to explain

their thinking.

Section 3

Assessment

86

87

Summary Page

In working with the assessments, I found it a little difficult to offer a wide variety of

assessments. The majority of the class time needed to be focused on the teaching and practicing

of the content rather than the assessment. My solution was to have the majority of the

assessments be done as homework, as a way to cement what students have learned. It also

helped me to see how the students solved the problems and identify specific areas of difficulty.

While I am typically not a supporter of homework, for the purpose of this unit it was

required to have tangible data for assessments. I made sure while working with my cooperating

teacher and team that the assigned problems would not take the students a long time to complete

but would still give them extra problems. I also made sure that the problems were similar to

ones that we covered in class. The assessments were also helpful to use with students during

Intervention as a way to see what the students were able to do on their own and where the focus

skills of the intervention needed to be.

For quick checks during the lesson, Im a bit proponent of the thumbs up, thumbs

sideways, or thumbs down method of quickly assessing how students feel about the material.

This particular method is difficult to script because I use it mainly when I feel that not all of my

students are comfortable with the material and dont want to ask questions. After taking not of

which students have a thumbs sideways and thumbs down, I like to ask the sideways students

what exactly they are unsure about and usually it is something that I can quickly clear up. I like

to go to the students who are completely lost while the other students are working individually or

in partners and talk with them about what is troubling them so much. I feel that this does not put

them in the spot and makes students more comfortable with sharing that they are not confident

with the material. In my class with very high achievers, the students can sometimes react badly

88

when another student gets an answer or a concept incorrect. While in an ideal classroom with a

carefully constructed failure free environment this would not be an issue, the reality with my

students was that they did not follow this idea and there was not much I could do in two weeks to

completely erase that behavior. It is important that students are comfortable with sharing that

they do not understand rather than waiting to see it in the assessment and not being able to focus

that much time on the material needed to be reviewed.

89

Assessment Matrix

Lesson #

Lesson Objective

multiply a fraction by a

fraction with like and unlike

denominators with 80%

accuracy.

Students will be able to

multiply a fraction and a

whole number with 80%

accuracy

multiply a fraction and a

mixed number using like

and unlike denominators

with 6/8 accuracy.

Students will be able to use

word problems to multiply

fractions with 80%

accuracy.

divide a fraction and a

fraction with 80% accuracy.

divide a fraction and a

whole number with 80%

accuracy.

divide a unit fraction and a

mixed number with like and

unlike denominators with

80% accuracy.

Formative Assessment

Using a teacher-made Kahoot quiz,

students will answer fraction

multiplied by a fraction problems

with at least 80% accuracy.

Summative

Assessment

4, 5, 10, 11

problem sheet, students will be able

to correctly multiply fractions and

whole numbers with 8/10 accuracy

to be considered proficient.

When given a teacher made

assessment, students will answer 6/8

questions correctly to be considered

proficient.

1, 3, 6, 7, 9

problem sheet, students will be able

to correctly multiply fraction

equations using word problems with

4/5 accuracy to be considered

proficient.

When given a teacher created

problem sheet, students will be able

to correctly divide fractions and

whole numbers with 8/10 accuracy

to be considered proficient.

When given a teacher created

problem sheet, students will be able

to correctly divide fractions and

whole numbers with 8/10 accuracy

to be considered proficient.

When given a teacher created

problem sheet, students will be able

to correctly divide fractions and

mixed numbers with 8/10 accuracy

to be considered proficient.

1, 3, 8, 9, 10,

11, 12, 13

12

2, 8, 13, 14,

15, 16

8

word problems to divide

fractions with 80%

accuracy.

compare and contrast

solving word problems

multiplying and dividing

fractions.

Students will be able to

apply multiplying and

dividing fractions into a real

world investigation with

75% accuracy using the

project rubric.

10

90

problem sheet, students will be able

to correctly divide fractions using

word problems with 4/5 accuracy to

be considered proficient.

When given a teacher made

assessment, students will score 3 out

of 4 questions to be considered

proficient.

2, 8

two letters outlining and justifying

their work with 75% accuracy to be

considered accurate.

1, 2, 3, 8, 10,

11

1, 2, 3, 8, 10,

11, 13

Pre-Assessment

91

Name:

_____________________________Date:________________#:______________

Adding and Subtracting Fractions Quiz

92

93

94

95

Divide the line below into third and sixths. Label all fractions.

______________________________________________________________________________

96

Name:

Date:

97

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions to mixed numbers if needed. Show all of your work in

the space below the problem

1. 6/7 x 3 = _____

6. 6 x 9/10 = _____

2. 5/8 x 7 = _____

7. 3 x 2/9 = _____

3. 3/9 x 5 = _____

8. 5 x 2/3 = _____

4. 1/5 x 6 = _____

9. 3/2 x 5 = _____

5. 6/7 x 7 = _____

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions to mixed numbers if needed. Show all of your work in

the space below the problem

1. 6/7 x 3 = 24/7

6. 6 x 9/10 = 52/5

2. 5/8 x 7 = 43/8

7. 3 x 2/9 = 2/3

3. 3/9 x 5 = 12/3

8. 5 x 2/3 = 31/3

4. 1/5 x 6 = 11/5

9. 3/2 x 5 = 71/2

5. 6/7 x 7 = 6

10.

/9 x 3 = 22/3

Name:

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

/7 x 3/4 = _____

6. 6

/8 x 7 1/2 = _____

7. 3

/6 x 2/9

= _____

8. 5

/8 x 2/3

= _____

1. 5

2.

3.

/9

4.

/5 x 6 2/9 = _____

5.

x5

/3

= _____

/7 x 7 2/3= _____

9.

/10

/10

=_____

/2 x 5 2/5 = _____

10. 10.

/9 x 3 3/5= _____

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

/7 x 3/4 = 4 11/28

6. 6

/8 x 7 1/2 = 4 11/16

7. 3

/6 x 2/9

= 23/27

8. 5

/8 x 2/3

= 3 7/12

1. 5

2.

3.

/9

4.

/5 x 6 2/9 = 1 11/45

5.

x5

/3

= 1 7/9

/7 x 7 2/3= 6 4/7

9.

/10

/10

= 6 3/100

/2 x 5 2/5 = 8 1/10

10. 10.

/9 x 3 3/5= 3 1/5

Name:

Date:

#:

Directions: Solve the problems below. Label and write your answers in the simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. The Smiths had 9/10 of a tank of gas before going on a road trip.

They used 3/5 of their gas on their trip. How much of a tank did

they use?

2. Nicole had 4/5 of a yard of fabric to make a scarf. She cut 3/10

of a yard off to make it the right size. How much fabric did she

cut?

farm with carrots, how many acres of the farm are planted with

carrots?

cookies. How much butter did she use?

that time. How long did Nikki walk?

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Label and write your answers in the simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. The Smiths had 9/10 of a tank of gas before going on a road trip.

They used 3/5 of their gas on their trip. How much of a tank did

they use?

9/10 x 3/5 = 27/50 of a tank of gas

2. Nicole had 4/5 of a yard of fabric to make a scarf. She cut 3/10

of her fabric off to make it the right size. How much fabric did

she cut?

4/5 x 3/10 = 12/50 = 6/25 of a yard off.

3. Old McDonalds farm is 7/9 of an acre. If he plants 3/8 of the

farm with carrots, how many acres of the farm are planted with

carrots?

7/9 x 3/8 = 21/72 = 7/24 of an acre are planted with carrots.

4. Susan has 7/8 of a pound of butter. She uses 2/3 of it to make

cookies. How much butter did she use?

7/8 x 2/3 = 14/24 = 7/12 of a pound of butter.

5. Nikki was jogging for 5/7 of an hour. He ended up walking of

that time. How long did Nikki walk?

5/7 x = 5/28 of an hour.

Name:

Date:

#:

Dividing Fractions

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

6.

/4

/4 = _____

/8 = _____

7.

/5

/4 = _____

3. 4

8.

/4

/6 = _____

4. 2

/2 = _____

9.

5. 6

/7 = _____

10. 9

1. 5

2. 3

/4 = _____

/6 = _____

/8

/4 = _____

/2 = _____

Name:

Answer Key

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

6.

/4

/4 = 3

/8 = 24

7.

/5

/4 = 2 2/5

3. 4

8.

/4

/6 = 4 1 /2

4. 2

/2 = 4

9.

5. 6

/7 = 42

10. 9

1. 5

2. 3

/4 = 20

/6 = 24

/8

/4 = 2 1 /2

/2 = 18

Name:

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

4. 2

/8 = _____

5. 6

6. 9

3. 4

/4 = _____

/6 = _____

/2 = _____

/7 = _____

/2 = _____

Name:

Answer Key

106

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

4. 2

/8 = 24

5. 6

6. 9

3. 4

/4 = 20

/6 = 24

/2 = 4

/7 = 42

/2 = 18

Name:

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

3. 4

/8 1/4 = _____

4. 2

/8 = _____

5. 6

/2 1/6 = _____

6. 9

/2

/7 1/2 = _____

/6 1/7 = _____

/6 1/2 = _____

Name:

Answer Key

108

Date:

#:

Directions: Solve the problems below. Write your answers in the lowest/simplest form

possible. Change improper fractions answers to mixed numbers if needed. Show all of your

work in the space below the problem.

1. 5

2. 3

3. 4

/8 1/4 = 20 1/2

4. 2

/8 = 28

5. 6

/2 1/6 = 27

6. 9

/2

/7 1/2 = 4 6/7

/6 1/7 = 47 5/6

/6 1/2 = 18 1/3

Summative Evaluation

109

110

Name: _________________________________________

Class: _________________________________________

Date: _________________________________________

Test Instructions: Work out all test questions and select the correct answer for each questions on the

paper copy

1. Mr. Hanson has 7 pieces of construction paper to be used for an art project in his class. The paper is

divided among 4 students.

A.

of the paper

B.

papers

C.

papers

D.

papers

111

2. Four friends went to dinner. They shared three pizzas equally. What portion of a pizza did each person

eat?

A.

of a pizza

B.

of a pizza

C.

of a pizza

D.

of a pizza

3.

Of the 45 houses on Bridlewood Drive,

Drive have swingsets?

A. 15 houses

B. 3 houses

C. 5 houses

D. 30 houses

x

A.

B.

C.

D.

112

5. Evaluate.

2/5 x 4/7

a.

b.

c.

d.

8/35

2/3

7/10

6. Which symbol corectly completes and explains the number sentence below?

x 20 ______ 20

A.

>, because multiplying any number by

B. <, because multiplication results in a product that is greater than the original number

C. >, because multiplication results in a product that is greater than the original number

D. <, because multiplying any number by results in a product that is less than the original number

How can the class determine before multiplying how the product compares to 9?

a. The answer is less than 9 because the class is multiplying by a fraction.

b. The answer is less than 9 because the class is multiplying by a number less than 1.

c. The answer is greater than 9 because multiplying always creates a larger number.

d. The answer is greater than 9 because 9 x 2 = 18.

8.

Helen had

of a pie and she needed to give it to 3 people. How much pie would each person get?

A.

of a pie

B.

of a pie

C.

of a pie

D.

of a pie

9. Johnny had 20 marbles. If he sold of them, how many marbles did he sell?

a. 80 marbles

b. 5 marbles

c. 1/5 of a marble

d. 1/80 of a marble

10.

In Tom's refrigerator, of the cans are orange soda. of those orange soda cans are cold. What

fraction of all the cans in the refrigerator are cold orange soda?

A.

of the cans

B.

of the cans

C.

of the cans

D.

of the cans

11. Paris spent 2/7 of her day at school. If 1/5 of her school day was spent in her math class,

what fraction of Paris entire day was spent in math class?

a.

b.

c.

d.

3/35 of her day

2/35 of her day

7/10 of her day

12. A recipe uses 1 and tablespoons of sugar for a serving. How many tablespoons of sugar are

needed for 6 servings?

a. 4 and 4/5 tablespoons

b. 6 and tablespoons

113

Which equation represents the number of pieces Mary Kate has now?

A.

B.

C.

D.

114

14. Which fraction model represents the expression below?

A.

B.

C.

D.

4 1/3

a.

B.

C.

d.

115

116

16. Thomas wants to divide a 6-slice pizza into smaller slices for his friends. If Thomas divides each

slice by 1/3, how many slices will he have?

a. 2 slices

b. 9 slices

c. 12 slices

d. 18 slices

Summative Assessment Answer Key

1. D

2. D

3. A

4. B

5. A

6. D

7. A or B

8. D

9. B

10. A

11. C

12. D

13. A

14. D

15. C

16. D

117

118

Less than 75%

75-79%

80-89%

90-100%

I thought that this data accurately reflected student learning. Overall my students did

very well. The three students who scored a 75% were absent for the entire first week of the unit

and though we worked to catch them up, I think their absence was visible in their results.

If I were to use this assessment in the future, I think that I would have changed the

formatting. Because the assessment was taken from the computerized assessment bank, the

formatting did not transfer very well and I think a lot of the students were intimidated by the

multiple pages of the assessment rather than the questions themselves.

Section 4

Students

119

120

Summary Page

My classroom was a fairly homogeneous class. Due to my school being

departmentalized, my classes were broken up by ability level and the class that I wrote this unit

for was made up of students the majority of whom were in the Gifted and Talented Education

program. The remaining students were consistently high achievers. This made considering

diversity difficult. The majority of students were from traditional, middle class families. In my

other classes, the lessons were differentiated to the point that many of them ended up looking

quite different from my original lesson plans, therefore I wrote and took data from my

homeroom class who moved at the pace and with the expected material that I planned for.

I like to use a variety of grouping methods to ensure that students arent being left out.

For the groupings I mainly used the equity sticks pulled out in groups of however many students

I wanted in a group. My cooperating teacher also had playing cards made specifically for

grouping students and I used these occasionally, but found that this took longer than I had

planned for. My class as a whole tended to work with each other well and so I felt confident in

letting them choose their own groups many times.

I observed and found that technology and challenges really motivated my students. They

really enjoy getting to use their own technology in the classroom and using that as a motivation

to focus and move through the lesson at an appropriate pace really helped them stay focused.

Offering problems specifically identified as challenging problems is also a way to ensure that

they are motivated to think critically and apply their learning. With a class of such high

achievers and competitive students they thrive with the prospect of a challenge and are incredibly

motivated and feel accomplished when they successfully complete or explain a challenge. The

question why is a good way to get them to think critically and move beyond the answers they

121

think that I am looking for. It is not enough that they are able to find the answer, they need to be

able to communicate why.

One thing that I think really helps ensure that all my students have the opportunity to be

successful is that in the morning there is a time set aside for Intervention groups. During this

time, it is easy to pull students with specific concerns and work with them one on one or in small

groups to correct any misunderstandings or clarify the concepts and materials. This is helpful

because it is not detracting the student from other academic work and doesnt interfere with their

Specials or Recess, the common time to review material in other schools. Students who have to

miss Specials or Recess are often not going to be accepting of additional help, but rather be

resentful, and it is not fair to other teachers to interrupt their own academic classes. All students

have the ability to be successful; some just need different explanations of the material or

additional practice that should not come with a cost to their other subjects or their enjoyment.

122

Group Work

Class Discussions

Partner Work

Individual Assignments

One-on-One instruction

Visual/Spatial

Paper

Naturalist

learning.

Assessments can be done outdoors

Verbal/Linguistic

Class Discussions

Turn and Talks

Logical/Mathematical

Mathematical Concept

Mathematical Reasoning and Critical

Thinking

Musical

books

Bodily/Kinesthetic

Interpersonal

Intrapersonal

123

Extensions

Revisions

the concept and finish early can work on

creating anchor charts for the classroom on

ways to visualize multiplying fractions by

fractions.

concept, the teacher will work with them either

one-on-one or in a small group during

Intervention. The students will use

manipulatives and visual models of the fraction

equations to understand the basic concepts of

multiplying fractions.

understanding of the concept, they could create

visual models of how one could understand

multiplying fractions and whole numbers,

working step by step to explain their modeling

and thinking.

understanding the concept, during Intervention

they will work either one-on-one with the

teacher or in a small group with using visual

models to visualize the concept of multiplying

whole numbers and fractions to get a smaller

product.

For students who are struggling with the

concept, they can work one-on-one with the

teacher or in a small group focusing on

visualizing the problem using fraction pieces

and/or graph paper and different colors to

represent the equations.

Students who are struggling with the concept

can work on the splitting candy bars activity to

enhance their understanding of the concept.

quickly, they can work on exploring and

creating explanations of the process, why the

multiplication steps work and/or why the

visual model is the way it is.

Students who quickly understand the concept

can research their own recipes and determine

how to edit the recipe for numerous people and

compare ingredients.

Students who quickly understand the concept

will work to turn multiplying fraction word

problems into dividing fraction word problems

and vice versa.

understanding the concept will work one-onone or in a small group to create their own

fraction word problems and then work to

understand the concept of how to put

multiplying and dividing fraction equations

into word problems.

Students who quickly understand the concept

Students who are struggling with concept will

will create their own division word problems

work one-on-one or in small groups with the

when given the answer.

teacher to highlight and analyze word problems

to find the equation.

Students who quickly understand the concept

Students who are struggling with the concept

will create a poster with a verbal explanation of will work to create their own bingo cards to be

what it means to divide a fraction and a mixed used as a review for the test.

number.

Students who quickly understand the concept

Students who are struggling with the concept

will be able to create their own challenging

will be able to work on a review Kahoot.it in a

kahoot.it questions to work on as a challenge

small group with teacher assistance on working

review in a small group.

out problems.

124

125

Literacy Strategies

Strategy

Used in Lessons

Think Aloud

portion of the lessons.

Summarizing

when reading the two books used during this unit.

and then share what their partner has said after taking a

moment to consider the problem.

On KWL Chart when students are asked to write one

item they learned and place it on the chart before leaving

class.

Understanding what a word problem is really asking and

applying it to the mathematical equations

Exit Slips

Comprehension Check

126

ELL Accommodations

While none of my classes had any students with limited language proficiency, my unit can easily

be adapted to accommodate those students. With mathematics, it is often easier for students with

this limited proficiency to understand

Books read aloud

Vocabulary defined in multiple ways

Unclear words clarified during instruction

Partner work

One-on-One or small group revision instruction

Written and verbal instructions

Highlighting of key words or phrases on handouts

Section 5

Technology

127

128

Summary Page

In a school where students do not all have equal access to technology, it can be hard to

fully integrate it into the lesson plans. Throughout my unit, I did not have access to the gradelevel cart of chrome books. Thankfully many of the students have access to their own, personal

devices. That in combination to the two classroom desktops helped me be able to incorporate

technology more than I would have been able to otherwise.

The main technological instrument that I plan to utilize is the ELMO. Due to the set-up

of the classroom it is difficult to teach from the front of the room and ensure that all students are

focused on me. Using the ELMO I can more easily survey the students and ensure that they can

see the enhanced and zoomed in images of my modeling, notes, and equations.

The other Technology component that I most utilized was Kahoot. My students are very

competitive with each other and with themselves. Kahoot allows them to compete against the

clock, with their class, without embarrassing anyone, and allows the students to use their devices

in school, which they really enjoy. It also provides extensive feedback for the teacher and is

editable, making it a good tool for differentiating between my classes and small groups.

129

Technology Chart

Technology

ELMO

Student Devices

Projector

Kahoot

Lesson

1-10

1, 3, 6, 9

1-10

1, 3, 6, 9

Section 6

Cross Curricular Standards

130

131

Summary Page

One of the biggest difficulties with Mathematics is that the concepts do not often transfer

to many other academic subjects. Being in a departmentalized school helped in being able to

focus purely on the mathematics. Working with the Science teachers, I did note that there is a lot

of math that the students are tested on during the ACT Aspire tests they take. This helped me be

able to make some connections with the Science classes, though it did not necessarily connect to

what the students are currently learning in class.

The biggest concept that can be used when discussing fractions is growth. Fractions have

an effect on numbers when they are multiplied or divided, be those numbers other fractions,

whole numbers, or mixed numbers. The product or quotient will be either larger or smaller in

relationship to the numbers used. Students need to be able to apply their critical thinking to

understand why.

132

Subject

Science

Standard

11.) Compare distances from the sun to

planets in our solar system.

Relating the size of Earth to the size

of other planets in our solar system

Identifying technology used to study

planets

Examples: Hubble telescope, space

probes, Mars Exploration Rover

Objective

Students will

compare

objects in the

solar system

using

fractional

relationships.

Activity

Use scale to

measure the

distances

between

objects and

the Sun.

Assessment

Students will

create a chart

of the solar

system with

the distances of

the objects

from the Sun

and each other

measured and

stated using

fractional

relationships.

Music

triplets and dotted eighth- and sixteenthnote combinations on pitched and

nonpitched instruments.

Students will

be able to

identify the

differences

between the

meter

signatures.

Use wooden

blocks to

count meter

signatures to

identify the

different

growths of

patterns

depending

on the

signature

Students will

correctly

match the

meter signature

with the

correct audio

pattern when

played.

Physical

Education

affects the efficiency and longevity of

the heart and lungs.

Students will

be able to

describe how

aerobic

exercise

leads to the

growth in the

efficiency

and longevity

of the heart

and lungs

Perform and

research the

fractional

comparisons

between

active

aerobic

exercise and

inactive

aerobic

exercise and

how they

affect the

heart and

lungs.

Students will

conduct a

research based

study of the

effect of

aerobic

exercise and

the heart and

lung

efficiency.

Section 7

Culminating Activity

133

Missy Mix-It

14 Peppermint Street

Miami, FL 33056

February 20, 2016

Mrs. Apples Class

Chefs

25 Macaroni Way

Miami, FL 33186

Dear Chefs:

We are pleased to announce that Fancy Fractions Catering Company (FFCC) will be catering a

party for 200 people next weekend. We have five different recipes in which to choose from. We

need you help in changing the recipes to serve 200 people. We also need your help to see how

much all the materials will cost: either buying the brand name or the store brand.

Here is some information that will help you achieve this. The original recipes will be included

and the date table with all the prices for each of the ingredients. It will also include the customer

ratings and cook times for each of the recipes. Make your choices wisely in order to have an

awesome party! Look over all the data given to you and decide what will be your next step in

helping us out.

When you have completed both parts, please write back to us with your results. In your written

response please provide: why you choose the recipe, how you rated each of the recipes, the cost

of each of the recipes and how you used the fractions to change the amounts.

Sincerely,

Missy Mix-It

President of Fancy Fractions Catering Company

Ingredients

$0.05

$0.57

$0.59

$1.25

$1.10

$0.56

$0.69

$3.33

$2.34

$1.75

Eggs (1 dozen)

$2.29

$1.50

$1.25

$0.75

$4.08

Milk (1 cup)

$0.50

$2.50

$0.10

$0.60

$0.45

$0.48

$1.00

Parmesan Cheese (1/2 cup)

$1.49

$1.75

$1.45

Pork (1lb)

$4.50

$0.25

$1.50

can)

$2.50

Sirloin (1 pound)

$1.75

$5.50

Spaghetti (16oz)

$1.21

$1.06

$0.33

$0.15

$0.85

$0.66

Veal (1 lb.)

Worcestershire Sauce (2 tsp.)

$5.60

$0.25

$0.40

10 Servings

60 minutes

cup chopped onion

4 cloves garlic, minced

2(16oz) cans crushed tomatoes

3 (6oz) cans tomato paste

1 cup water

cup sugar

cup chopped fresh oregano, divided

Salt & pepper to taste

1 pound ground beef

cup Italian seasoned bread crumbs

cup chopped fresh parsley

cup grated Parmesan cheese

1 (16oz) package uncooked spaghetti

6 Servings

120 minutes

lb. ground pork

1 lb. beef

1 cup bread crumbs (fresh)

cup bread crumbs (dried)

2 tbsp. parsley

tsp. black pepper

tsp. nutmeg

1 egg

1 cup onion

1 tsp. garlic

cup red wine

1 (28oz) can crushed tomato

1 tbsp. parsley

1 tsp. salt

tsp. pepper

1 lb. spaghetti

4 Servings

35 minutes

2 tbsp. olive oil

1 lb. sirloin

2 tsp. Worcestershire sauce

cup bread crumbs (dried)

1 egg

cup parmesan cheese

2 garlic cloves

tsp. crushed red pepper flakes

4 garlic cloves

1 small onion

1 (28oz) can crushed tomato

Parsley

10 basil leaves

5 Servings

90 minutes

1 onion

2 Garlic cloves

2 tbsp. parsley

1 cup milk

lb. mozzarella

1 lb. spaghetti

cup oil

1 onion

3 garlic cloves

1 lb. beef

1 lb. pork

Salt

1 egg

6 Servings

75 minutes

cup basil

2 tbsp. oil

lb. pork

lb. veal

4 garlic cloves

lb. beef

1 bay leaf

2 eggs

cup parmesan cheese

4 garlic cloves

Parsley

1 cubano chile pepper

Salt

Pepper

cup parsley

1 cup oil

1 lb. spaghetti

Missy Mix-It

14 Peppermint Street

Miami, FL 33056

June 26, 2013

Mrs. Apples Class

Chefs

25 Macaroni Way

Miami, FL 33186

Dear Chefs:

Thank you for all your help in changing our recipes to 200 people and finding the cheapest way

to make it. After receiving your letter we were told that now there will be vegetarians at the

party. This means we will need to change the recipe once again, this time omitting the meatball

for 10 of the meals. Instead of meatballs for these meals we will be adding vegetarian balls.

Please change the amounts needed to make this happen! We will be providing you with a new

recipe which includes the tofu balls and the new grocery list as well. Please explain to us in a

letter how you came up with the new measurements and how much it will cost.

Thank you so much for your hard work. Please reply to us as soon as possible since the big day

is almost here. We cant wait to hear from you.

Sincerely,

Missy Mix-It

President of Fancy Fractions Catering Company

Ingredients

$0.05

$0.57

$0.59

$1.10

$1.05

$0.56

$0.69

$0.75

$0.60

$0.95

$3.33

$1.75

Eggs (1 dozen)

$2.29

$1.50

$2.34

$1.25

Garlic (4 cloves)

$0.75

$2.50

Milk (1 cup)

$0.50

Nutmeg (1/4 tsp.)

$0.45

$2.50

$0.10

$0.60

Onion (3/4)

Onion Soup (1pck)

$1.00

$0.75

Parmesan Cheese (1/2 cup)

$0.48

$1.49

$1.75

$1.45

$3.50

$0.25

$1.50

can)

$2.50

$1.75

Spaghetti (16oz)

$1.21

$1.06

$0.33

$0.15

Tomato paste can (6oz)

$1.25

$0.85

pound)

Vegetable Stock (1 cup)

$0.66

$5.20

$1.00

$1.25

Walnuts (1 cup)

$1.24

Worcestershire Sauce (2 tsp.)

$1.20

$0.85

$0.25

$0.40

Dear Mrs. Missy Mix-It,

Our team, _________________, has determined that you should use the following recipes. The order from

best to worst is

1) _______________________________________________________,

2) _______________________________________________________,

3) _______________________________________________________,

4) _______________________________________________________,

5) _______________________________________________________,

Our procedure for ranking is

Sincerely,

_________________________

Chef

10 Servings

3 tablespoons olive oil

cup chopped onion

4 cloves garlic, minced

2(16oz) cans crushed tomatoes

3 (6oz) cans tomato paste

1 cup water

cup sugar

cup chopped fresh oregano, divided

Salt & pepper to taste

cup uncooked long grain brown rice

cup Italian seasoned bread crumbs

cup chopped fresh parsley

cup grated Parmesan cheese

1 (16oz) package uncooked spaghetti

1 cup green lentils

6 Servings

120 minutes

1 lb. red lentil beans

20 oz. portabella mushrooms

1 cup bread crumbs (fresh)

cup bread crumbs (dried)

2 tbsp. parsley

tsp. black pepper

tsp. nutmeg

1 egg

1 cup onion

1 tsp. garlic

cup red wine

1 (28oz) can crushed tomato

1 tbsp. parsley

1 tsp. salt

tsp. pepper

1 lb. spaghetti

4 Servings

35 minutes

cup walnuts

1 pck onion soup

2 cup cheddar cheese

2 tsp. Worcestershire sauce

cup bread crumbs (dried)

1 egg

1 cup vegetable stock

1 (28oz) can crushed tomato

Parsley

10 basil leaves

2 garlic cloves

tsp. crushed red pepper flakes

4 garlic cloves

1 small onion

Bubbas Spaghetti and Vegeballs Recipe

5 Servings

90 minutes

1 onion

2 Garlic cloves

2 tbsp. parsley

1 cup milk

4 thick bread slices

3 lb. vegetarian beef substitute

1 egg

cup parmesan cheese

lb. mozzarella

1 lb. spaghetti

cup oil

1 onion

3 garlic cloves

2 (28-oz) can whole peeled San Marzano tomatoes

Salt

cup basil leaves

6 Servings

2 tbsp. oil

1 large Spanish onion

4 garlic cloves

1 bay leaf

2 (28oz) cans plum tomatoes

1 (16ox) can crushed tomatoes

Parsley

1 cubano chile pepper

Salt

Pepper

cup basil

1 cup mushrooms

cup sunflower seeds

1 cup cooked black beans

1 cup brown rice

2 eggs

cup parmesan cheese

4 garlic cloves

cup bread crumbs

cup parsley

1 cup oil

1 lb. spaghetti

Company Rubric

Teacher Name: Miss Celia

Student Name:

_______________________________ # ________

Mathematical

Concepts

Explanation shows

complete

understanding of

the mathematical

concepts used to

solve the

problem(s).

Explanation shows

substantial

understanding of

the mathematical

concepts used to

solve the

problem(s).

Explanation shows

some

understanding of

the mathematical

concepts needed to

solve the

problem(s).

Explanation shows

very limited

understanding of

the underlying

concepts needed to

solve the

problem(s) OR is

not written.

Mathematical

Reasoning

refined

mathematical

reasoning.

Uses effective

mathematical

reasoning

Some evidence of

mathematical

reasoning.

Little evidence of

mathematical

reasoning.

have no

mathematical

errors.

of the steps and

solutions have no

mathematical

errors.

Most (75-84%) of

the steps and

solutions have no

mathematical

errors.

the steps and

solutions have

mathematical

errors.

Explanation is

detailed and clear.

Explanation is

clear.

Explanation is a

little difficult to

understand, but

includes critical

components.

Explanation is

difficult to

understand and is

missing several

components OR

was not included.

CATEGORY

Explanation

Neatness and

Organization

Typically, uses an

efficient and

effective strategy to

effective strategy to solve the

solve the

problem(s).

problem(s).

effective strategy to effective strategy to

solve problems, but solve problems.

does not do it

consistently.

The work is

presented in a neat,

clear, organized

fashion that is easy

to read.

The work is

presented in an

organized fashion

but may be hard to

read at times.

The work is

presented in a neat

and organized

fashion that is

usually easy to

read.

sloppy and

unorganized. It is

hard to know what

information goes

together.

Section 8

Rationale for Unit Design

148

149

Rationale Discussion

When selecting the topic, instructional strategies, assessments, and resources for this unit

I worked a lot with the other fifth grade math teachers during CAD meetings once a week and

with my cooperating teacher. Many of the resources that I used came from previous lessons that

she had accumulated in the past years. I also incorporated what I had already observed other

fifth grade math teachers and classes use when teaching and learning this subject. It was a unit

that I felt confident on and felt like I could teach successfully. It was also the only complete unit

that happened to fall during my student teaching period.

When working with the specific content I made sure to explain the material in multiple

ways so that students had multiple exposures to the same concepts. This is a research based

strategy that Ive often seen utilized in Language Arts, but I have also found it useful when

applied to multiple subjects, including Math. I also used my cooperating teachers math

notebook to better teach myself the material and fully understand how to work out the modeling

aspect of the equations. I think that it is important to continue to learn as a teacher in order to

better teach your students and I was able to do that with this unit.

One of the most prevalent practices that I use is the use of equity sticks. This keeps me

reminded on choosing students who I wouldnt normally pick to answer or share, something that

I often find myself doing, gravitating towards a particular student or group to answer the

questions or share their thinking. It also ensures to the students that I am not singling out a

particular student or students and reminds them to stay focused on the current lesson.

While this unit does not fully fall into line with my personal Philosophy of Education due

to the nature of the class system and learning styles, it does a good job of maintaining what

students are accustomed to and blending in aspects of my own teaching style and methods.

150

Philosophy of Education

John Dewey, an education reformer, once said that Education is not preparation for life;

education is life itself. I believe that his words ring true in more ways than one. Just as every

human being has a right to life, so too do they have a right to a high-quality, well-rounded

education. Students should not be segregated in the classroom; they should have the opportunity

to work with all students in a variety of settings, rather than be grouped into levels for every

subject area. Dewey also brings into focus the fact that education is not simply reading what is

written in a textbook or what is evaluated by an exam; it is the discovery that knowledge can be

found in whatever you do and wherever you go. The role of an educator is not only to provide

that fundamental education, but to encourage students to become their own teachers. I believe

that this is done by giving students access to a wide variety of learning materials in the classroom

that they can use to answer their questions that are not related to curriculum material.

Every person, no matter their ethnicity, age, or socio-economic status deserves an

education. Not only do they deserve an education, but they deserve a learning environment that

will foster a life-long thirst for knowledge and the skills needed to quench that thirst. They

deserve to feel encouraged, safe, and challenged by their teachers and peers. It is experience that

shapes us, and a successful educator is one that creates in their students a passion to learn from

those events. I believe that these events are created by providing hands-on learning experiences

and through problem and project based learning models that get students physically involved and

engaged with the learning process.

One of my goals as an educator is to find what makes each of my students passionate,

what they are interested in, and incorporate it into the classroom. This can be accomplished

through providing students materials that allow them to learn more about their interest and giving

the students options so that they can be creative with assignments and connect them to their

interests. One of my goals for my students is that they become independent learners. This

means that they have the knowledge to answer questions they have on their own and do not need

adult instructions constantly. For example, if students are unsure what book to read next, instead

of going to the teacher and asking, they are able to use the Dewey Decimal system to find books

similar to other books they have read, because they have been taught the system and understand

what the numbers mean.

151

gather data on students because they are not filling out worksheets or doing homework problems.

Despite this lack of paper data, I believe that evidence of learning can still be found through

observations and student involvement. Being able to discuss with the students about what they

feel they have learned provides much more information and data than whether they have

completed their homework problems correctly. These conversations and conferences with

students also works to build that relationship with the student that is so valuable in the

classroom.

An educator must teach the material required by the government or school board, but

they must also do so much more. They must instill and encourage a desire in their students to

become their own greatest teachers. A teacher must strive to touch the lives of students forever,

in only a short period of time. This is done by fostering a relationship with students that allows

the teacher to encourage them to learn about their personal interests, and share those with others

around them, and in doing so spark interest in others to learn more as well. This chain can carry

far beyond a single classroom, and a single generation.

Section 9

Resources and Materials

152

153

Summary Page

With a large classroom with a larger than average class size, materials have to be easy to

access, inexpensive, and able to be equally distributed. The most utilized material that I used

throughout this lesson was the Fraction Foldable. This student created guide to multiplying

fractions was a way for students to keep all of their notes and examples in one location,

something difficult for many fifth grade students. It was kept in a folder that stays in the

classroom and if students chose to take it home than they accepted the specific responsibility of

ensuring that it returned to class. This foldable was a huge success and I created examples for

the other math teachers on my team. The students had a math spiral, but at this point in the year

I observed that many of them were falling apart and students were not able to carefully sort their

notes into categories that made sense to them.

The materials that I used helped the students better understand their notes. Using Graph

Paper for much of my modeling also helped students visualize the fractional parts and

multiplying and dividing those parts. When trying to incorporate some reading into the unit, I

chose some funny math picture books that did not take a long time to read and that the students

would find funny and be able to use to introduce or conclude the specific lesson topic.

154

Lesson

Plan

1

Pencils

ELMO and Projector

Math Spiral Notebooks

Stapler(s)

Equity cards/sticks

Personal Whiteboards

Dry Erase Markers and Erasers

Microphone

Fraction Bingo Cards

Bingo markers/counters

Bingo calling cards (index cards with the coordinating problems written on

them)

Fraction pieces (for differentiation)

Chromebook/Student devices.

Butcher paper, markers, blank paper (for differentiation)

Kahoot Quiz

Fractions Foldable

Personal Whiteboards

Pencils

Markers/crayons/colored pencils (for differentiation)

Dry Erase Markers and Erasers

Equity Sticks/cards

Multiplying Fractions and Whole Numbers assessment worksheet

Bell-ringer question

Multiplying Fractions by Whole Numbers with Visual Models Worksheet (for

differentiation)

ELMO and Projector

Multiplying Menace: The Revenge of Rumpelstiltskin by Pam Calvert

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Bell-ringer: Question #5 (5th Grade Bell Ringers from Interim 1 Assessment)

Math Spiral Notebooks

ELMO and Projector

Lesson 3 practice problems

Student Devices

Kahoot.it: Multiplying Mixed Numbers and Fractions quiz

Fraction pieces (for differentiation)

Large paper and markers (for differentiation)

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Word Problem Bingo cards and counters

Teacher made assessment

Paper

ELMO and Projector

Graph Paper

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Sticky notes

KWL chart

Teacher made assessment

Graph paper

ELMO and Projector

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

The Multiplying Menace Divides by Pam Calvert

Graph Paper

ELMO and Projector

Student Devices

Kahoot.it

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

155

Graph Paper

Fraction Bingo Cards

Bingo counters

Teacher Made Assessment

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Fractions Foldable

Personal Whiteboards

Pencils

Dry Erase Markers and Erasers

Equity Sticks/cards

Green and Red cards

Word problems

Kahoot.it

Student devices

10

Fractions Foldable

Concept Maps for brainstorm

Pencils

Equity Sticks/cards

Cumulative Catering Activity

o Student Letter Templates

o Ingredient List 1 and 2

o Recipes 1 and 2

o Letters from the company

o Rubric

Paper

ELMO and Projector

156

Additional Resources

157

158

159

160

161

162

163

164

165

166

167

168

169

170

171

172

Section 10

References

173

174

References

Calvert, P., & Geehan, W. (2006). Multiplying menace: The revenge of Rumpelstiltskin.

Watertown, MA: Charlesbridge Pub.

Calvert, P., & Geehan, W. (2011). The multiplying menace divides!: A math adventure.

Watertown, MA: Charlesbridge.

Myfreebingocards.com - free printable bingo card generator. (n.d.). Retrieved February, 2016,

from http://myfreebingocards.com/

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