J Carrillo

PPE 310 Health Literacy for Schools

Professor Lineberry
3.6.16

Teachers:
Mr. Carrillo

Subject:
Math 5th grade

Standard:
5.NF.B.5
Interpret multiplication as scaling (resizing), by: (a) Comparing the size of a product to the size of one factor
on the basis of the size of the other factor, without performing the indicated multiplication. (b) Explaining
why multiplying a given number by a fraction greater than 1 results in a product greater than the given
number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why
multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and
relating the principle of fraction equivalence a/b = (nxa)/(nxb) to the effect of multiplying a/b by 1.
5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual
fraction models or equations to represent the problem.
Objective (Explicit):
Students will be able to multiply fractions.
Evidence of Mastery (Measurable):
Students will get a multiple choice exit ticket, scoring 3 out of 3 correct to show mastery.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to identify the numerator and denominator.
Students will be able to solve real world problems.
Key vocabulary:
Materials:
Numerator, denominator, multiply
Pencil, notebook, workbook
Opening (state objectives, connect to previous learning, and make relevant to real life)
Teacher will show multiplying video in connect ed and students will write on a sticky note 2 new things they
learned. Before we dive into todays lesson we are going to do a short movement break involving our math
facts for multiplication, because today we will be multiplying. I am going to give you an equation such as, 5 x
6= 42. If you think I am correct, you will stand up and jump once, but if you think I am wrong you will stand
up and jump twice. If you are unable to jump you may raise your hand for correct and keep it down for
incorrect. If a student has an intellectual disability and requires more time, they will be given the opportunity
to write it out on paper or use a multiplication table for support. If you get any wrong, you will write them
down in your notebook to practice later on. Please, be mindful of chairs around you and stay in your own
space.

Instructional Input

Teacher Will:
I will introduce the vocabulary for this lesson
numerator, denominator, and multiply. I will
then model example 1 and 2 on page 739 740. I will show multiple methods to solve as
well as discuss each. I will then do example 2
by reading it aloud and talking through the
steps and methods used.

Student Will:
As I model the thinking, students will fill in their
model on their notebook sheet. Students will glue
note sheet into notebook.

Guided Practice

Co-Teaching Strategy/Differentiation
One teach one observe.

Teacher Will:
Student Will:
We will work through the Guided Practice
Students will follow along with me as we go through
exercise together on page 740. I will monitor
the guided practice problems
the students progress during this time and help
students who are struggling.
Co-Teaching Strategy/Differentiation
One teach one observe.

Independent Practice

Teacher Will:
Teacher circulates, monitors, and provides
feedback. Go over answers.

Student Will:
Students will work on page 741-742 independently
and based on your observations, I will choose to
assign exercises as noted in the levels below:
Approaching Level Assign Exercises 3-11 (odd), 1517.
On Level Assign Exercises 2-14 (even), 15-17.
Beyond Level Assign Exercises 8-17.

Co-Teaching Strategy/Differentiation
Both teachers will walk around to help any students who are still struggling.
Bottom 25% will work with interventionist on adding and subtracting fractions. Teacher will monitor
students progress and create a group for extra support. Students independent practice will be leveled
for their ability. An enrich and reteach page will be assigned according to students ability.

Closing/Student Reflection/Real-life connections:

What did we work on today? What is a denominator? Do we get a common denominator?

Reflection
Recently I decided to try incorporating brain breaks into the start and/or end of my math lesson, using math
facts. I figured I could have students could both review and get some movement out of it. For this brain break I
put the problems on the board, to meet needs of all my learners. I would give them a math problem, using facts
they have learned previously and have them stand if they thought I was correct and stay seated if I was
incorrect. It did go as planned and the students seemed to enjoy doing something a little different than usual in
the classroom. I did enjoy seeing the students so interested in being able to move around. The plan did not
however go exactly the way I thought it would. There are some changes I would make for next time. Instead of
having the students stand or stay seated, I would have them hop once for correct answers and hop twice for
incorrect answers. That way they are able to be a little more active and engaged.
I was curious how the transition time would go, especially because this was something brand new to the
students. I felt like the transition went pretty well, better than I expected. The only change is next time I would
maybe have a key word or phrase so the students know its time for a brain break. The students are typically
very well behaved, so I was pretty confident they would be able to follow directions well for this brain break.
During the time I have been with the students I quickly learned that they love and work for praise. I recently
implement the grabber system back into my room and used these during the brain break. This encouraged them
to work hard and stay focused. The students also like when I move around and stop by their desks, which has
helped with the grabbers. I bring the grabbers to them as they answer correctly and follow directions.
There were some improvements and differences from this activity and what I wrote in my previous mini lesson.
In the last one I had planned on having students stay seated or stand, and again I would change that to jumping
once or twice. I had also planned on giving 20 problems, but during the actual brain break I just based it off of
the time I had. One thing I changed when I was actually doing the break was the writing on the board. I

originally planned on just saying the problems out loud, but I ended up writing them on the board. I figured this
would help the students who need a visual and extra time. My mentor teacher I am working with provided some
feedback. He has never done brain breaks before for a few reasons. One thing he did like was how interested the
students were in participating. My mentor teacher also liked including math into, so the students werent just
wasting time, but were still using previously learned skills.