Teacher Candidate: Lauren Gullotti Date: 02-06-18

MS 2017-2018 LESSON PLANNER

Part 1: Classroom Information

Grade: 5th grade GATE Content Area: Mathematics

School: Lincoln Elementary School Mentor Teacher: Ms. Winder

Group Size: 29 Lesson Length: 48 minutes
TPE 3: Understanding and Organizing Subject Matter for Student Learning

Student Context: This class is 5th grade GATE, so they are considered exceptional learners. There are
no students with IEP’s or 504 plans. Many students used to be ELL’s, but have taken the ELCAP and
all are now considered reclassified.

Identified Needs Accommodations

Students with Special Needs (IEP N/A N/A
and/or 504)
Students with Specific Language N/A N/A
Needs (ELL)
Students with Other Learning N/A N/A
Needs (Behavior, Struggling
Reader, Struggling Math)

Part 1: Planning for the Lesson

A: Standards

i. Key Content Standard:

5.NF.4a Interpret the product (a/b) X q as a parts of a partition of q into b equal parts; equivalently,
as the result of a sequence of operations a X q divided by b. For example, use a visual fraction
model to show (⅔) X 4 = 8/3

ii. Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical
Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of
Literate Individuals
N/A

iii. Related ELD Standard (must be included when using an ELA Standard):

N/A

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

 The students will complete a word-problem worksheet using representations to learn multiplying
fractions when the fractions are less than one whole and greater than one whole.

ii. Language Objective (transfer this from "Incorporating Academic Language"):

The students will explain how multiplying two fractions less than one whole results in a lesser value of
the original fraction by using visual models and oral discourse. construct a written response to the
question, “What have you learned about multiplying fractions?”

C. Assessments:

i. Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
Monitor student work during their word problem worksheet. Walk around and take notes of the
student’s use of representations, multiplication equation, and solutions. Work with students who are
struggling.

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
The worksheet portion will provide the assessment, as well as their written response to the question,
“What does it mean to multiply fractions?” In their written response I will be looking for students to
explain that multiplying fractions is taking ___ of ____; taking a fraction out of a fraction. Students
can also explain that multiplying fractions that are less than one results in a smaller fraction/value.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Mix and Math worksheet
Hershey’s chocolate bar
Multiplying Fractions poster

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (10 min.)
Correct homework from the previous night.

Introduction (15 min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of the
lesson is.
● Lead discussion on what students think multiplying fractions does to the value of the fraction.
- Does it decrease the value? Does it increase the value? Have them make a prediction.
● Show students a candy bar (Hershey’s) and a fraction on the board. Show students how that
fraction is shown by taking away pieces (example: 2/3 of the Hershey’s bar). Then, show the
multiplication problem (1/3 X 2/3). Explain that multiplication (X) means “of” and that this
problem is asking them to take 1/3 of 2/3. Show them how 1/3 of the Hershey bar can be taken
away from the original value of 2/3. Have students turn and talk to see whether the value of the
fraction increased or decreased. Ask if their prediction was correct.
● Put the Fraction Multiplication chart on the board, explain it, and tell students to refer to it
during their worksheet activity.
 ● Show students a multiplication problem that has a whole number (example: 1/6 X 2). Use pizza
manipulatives to show ½ of a pizza, and multiplying it by 2. Ask students if they will have
more or less pizza than when they began. Explain that multiplying two fractions together is
easier to visualize than multiplying a fraction by a whole number, so it is beneficial to change
the problem to ⅙ X 2/1. Show how to multiply straight across, with the answer being 2/6. Lead
a discussion on how this problem is different than the chocolate bar problem. What do students
notice about the numbers being multiplied?

Body of the Lesson (20 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
● Pass out the word problem worksheet, and complete problem #1 as a class. Guide/ask students
about the fractions shown in the manipulatives. Talk through the Fraction Multiplication Chart,
and have that be a guide to solving the problem. Highlight the importance of writing the
equation (shown on worksheet). Then, have pairs of student’s complete #2 together. Choose a
pair of partners to explain their thinking, and have all pairs give a thumb up or thumb down if
they got the equation and answer correct.
● Instruct students to complete the Rich Task individually.
● Work with students who answered #2 incorrectly. Continue to monitor other students. Ask
them to explain their thinking
● End activity after the allotted amount of time (18 minutes)

Homework (if you are assigning homework, what will it be?):

My Homework, Lesson 3 (2 pages total)

Closure (3 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.
● Have students flip over their paper and answer the question, “What have you learned about
multiplying fractions?” Give students 1 minute to answer this, and then lead a whole-class
discussion

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.
The rich task is a worksheet that uses representations to help students understand multiplying
fractions.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in your
lesson plan that will scaffold students to stronger disciplinary discourse. The language function will
always be a verb. Some examples are: describe, identify, explain, justify, analyze, construct, compare,
or argue.
Explain

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: value, one whole, fraction, numerator, denominator, equivalent

Syntax[1]: “I learned that multiplying fractions can ______ the value depending on the fractions that
are being multiplied,” “Multiplying two fractions whose values are less than one whole results in a
______ number,” “Multiplying a fraction by a whole number results in a ______ value,”

Discourse[2]: Understand the “why” behind multiplying fractions by explaining the changing in value
in a multiplication problem.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words such
as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of the lesson
planner.

The students will explain how multiplying two fractions less than one whole results in a lesser value of
the original fraction by using visual models and oral discourse. construct a written response to the
question, “What have you learned about multiplying fractions?”

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, “What would the students say/write when using the language function.” Remember to
consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging

To multiply one fraction by another
you get another number.
It means that you multiply the
first fraction by the other to
create a new fraction.
Multiplying fractions means
you find the fraction of
another fraction, which will
create a new, smaller,
fraction.

6. Language Support: What instructional strategies will you use during your lesson to teach
the specific language skill and provide support and opportunities for guided and independent practice?
Instruction Guided Practice Independent Practice
 Explain that Lead a discussion on
multiplication in a student’s prediction to
fraction problems means the initial question
to find the “part of” a “Does multiplying
fraction. fractions that are less
than one create an
answer that has a
greater or lesser value?”
Similarly, lead
discussion on what
student’s notice about
multiplying a fraction
by a number greater
than one whole.
Students discuss with one
another whether or not
they think the value of a
fraction multiplication
problem with be greater
or lesser.
Students answer the
question, “What have you
learned about multiplying
fractions?”

7. Be sure to incorporate your ideas in #6 above into your actual lesson plan!
Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you may
need to make for your language learners.

[1] Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
[2] Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.