3.

Explain To demonstrate to the students the learning 10

objective, the teacher would create a discussion minutes
based off the worksheet/assignment that the students
previously did. The teacher will have three to five
students come up to the front and discuss the
process and strategies they took to complete the
problems. The students in the audience will be
instructed to ask the student who is presenting
questions based on the process or answers that they
received. The student who is presenting will provide
a description or response to the question(s). The
discussion will lead about how and why the students
use visuals to attempt to solve the problems, how the
students use manipulatives or concrete materials to
solve word problems, and how drawing pictures help
guide the students in the right direction to solve the
problem. Also, the student will fill in the table that
represents their problem that they are presenting.
This discussion also allows the students to take
control of the classroom and allow them to discuss
the content.

The teacher will then discuss relationships and

generalizations of multiplying fractions, which is the
following:

1. Multiplying straight across/Multiply numerator

times the numerator and the denominator
times the denominator.
2. Each product is less than one and each product is
less than the number multiplied. For example, ½
x ⅓ = ⅙.
3. Multiplying by fractions less than one results
in taking part of a whole, so the product is
always less than the number being multiplied.

Questions:

“How did you know to use those objects or pictures to

help you solve the problem?”

“Why did you use the drawing or materials to help

you solve the problem? And how?”

4. Elaborate/Extend Struggling Students: N/A

For the students that are struggling, the teacher will
provide further instruction by allowing them to access
an online resource. This online resource explains the
strategy and thought process through an instructional
 video, provides additional resources, provides extra
practice, and etc. The teacher will gather the
students that have either struggling to complete their
assignments or look “frustrated” to a table that will be
least distracting to the other students that are still
working. The teacher will provide each student a
tablet and/or computer to access the link, which is the
following: https://learnzillion.com/lesson_plans/7895-
multiply-fractions-by-fractions-using-area-models/.

Challenge:
For the students that are ready for a challenge, the
teacher will provide the students a word problem that
includes multiplying fractions by fractions. Then, the
student will also be asked to explain their strategies
and thought process. This word problem allows the
students to apply their knowledge using scenarios
and allows the students to thinking above the
mathematical standards. The teacher will gather the
students that have either completed their
assignments or look “bored” at a table that will be
least distracting to the other students that are still
working. The teacher will provide each student a
piece of paper with the word problem at the top
stating,

“Joseph went to the candy store and bought 2/5 of a

pound of candy. If 1/4 of Joseph's candy was
chocolate, how many pounds of chocolate candy did
Joseph buy?”

Questions:

“How was this different from the initial problems that

we worked on together or in your group?”

“What strategies can we use to help use solve the

word problems? Why is that strategy the best for
you?”

5. Evaluate Exit Ticket: 5

(assessment methods) To conclude the lesson, the teacher will assign a Minutes
similar problem as number eight in the following
worksheet to each student:
The teacher will provide the following statement on the
board: “If a whole fraction bar is divided into thirds and ⅓
of the fraction bar is shaded. How much of the bar is
striped if ⅙ of the shaded part is striped?”

Students will provide a pictorial representation, a

explanation of their answer, and their answer(s) for
each problem. Students will complete an exit ticket
to provide support for the teacher of the student’s
knowledge of the mathematical content. The
students will be asked to create a pictoral or
representation of their thinking process of getting the
answer to the question. The student will also be
asked to provide an explanation of their answer or an
equation. Lastly, the student must provide the
correct answer. I will grade the question based on a
10 point grading scale based off the rubric provided
below. To master the content, the student must get
correct 8 out of 10 points or 80% of the question
correct.
 Doesn’t Partially Meets
Meet Meets Benchmark
Benchmark Benchmark

Provides Conceptual Doesn’t Includes Includes

Understanding/Pictorial
Support provide a a picture a picture
picture to with that
support incorrect support
answer support the
to the of the problem
problem. problem. correctly.
(0 (1 (2
Points) Points) Points)
Problem- Doesn’t Provides Provides
Solving/ provide an an
Equation Set-Up
an incorrect equation
equation equation set-up or
set-up or set-up or an
an an approach
approach approach to the
to the to the problem
problem. problem. correctly.
(0 (2 (4
Points) Points) Points)
Procedural Fluency/ Doesn’t Provides Provides
Correct Answer provide an a correct
the incorrect answer.
correct answer (4
answer to the Points)
to the problem.
problem. (2
(0 Points)
Points)

Materials/Technology: Materials that is needed for this lesson is paper, pencils or

pens, fraction bars, manipulatives, worksheets, Smart Board, computer/laptop,
and tablet.
The following website is ideas that are used within the lesson plan:
https://learnzillion.com/lesson_plans/7895-multiply-fractions-by-fractions-using-
area-models/ and https://gfletchy.com/how-much-dew/.
The following is used a resource for the lesson plan:
Investigations 3 In Number, Data, and Space