Lesson Plan Format

Teacher: Robert Lovering

Grade: 4th
Content Area: Math

1. Content and Standards: Subtract fractions using models

4.NF.B.4c Apply and extend previous understandings of multiplication
to multiply a fraction by a whole number. Solve word problems
involving multiplication of a fraction by a whole number, e.g., by using
visual fraction models and equations to represent the problem

2. Prerequisites:
a. Prior to this lesson, students should have an understanding of the
different parts of a fraction: numerator, denominator, and fraction
bar.
b. Students should have previously learned how to convert mixed
numbers into improper fractions and vice versa.
c. Students should know how to multiply a whole number by a fraction.

3. Essential Questions:
a. How can you multiply a fraction by a whole number to solve a
problem?
4. Possible Misconceptions:
a. Misconceptions: Students might incorrectly multiply only the fraction
part of the mixed number by the whole number. For example, 2 x 2
and 2/3 = 4/3 or 1 and 1/3. Instead, the answer is 8/3. Commented [1]: 3a

5. Materials and Equipment:

a. Math notebooks
b. Document Camera
c. Computer
d. Projector
e. 8.4 Group Worksheet
f. Lesson Task List
g. 8.4 Individual Worksheet
h. 8.4 Exit Ticket

6. Instructional Objective:
a. Students will know how to multiply whole numbers by mixed
numbers and fractions and be able to successfully answer 70% of
independent practice.

7. Instructional Procedures: List instructional strategies and learning

experiences that are in alignment with the objective(s). Include information
about what teaching strategies you will use to engage students. Include
 information about what type of technology, manipulatives, etc. you will use
to facilitate students meeting the objectives.
● Before:
a. TW begin the lesson by having students at their seats. SW be asked
to turn and talk with the person next to them about the strategies
for converting a mixed number to an improper fraction and vice
versa. While talking SW also be given an example with which to
show both skills. Commented [2]: 3c
b. SW write answers on small dry erase boards for a quick
assessment.
c. Following the quick review, SW head to the carpet where teacher
will lead minilesson.
d. During minilesson, TW write an example problem on the board,
and allow students to turn and talk about how they think we may
solve the problem.
e. Following turn and talk TW call on volunteers to give their
thoughts. Commented [3]: 3c
f. TW then walk through the solution with students as they record it
in their notebooks.
g. TW then give a second example for students to turn and talk to
solve followed by teacher review.
h. Students will then head to their seats for group work.
● During:
a. TW have paper passers give out group worksheets to each student.
b. SW work with their table group to solve problems presented.
c. During, TW circulate verbally reminding students to think about
how we rename mixed numbers and multiply with whole
numbers.
d. TW also circulate completing the check for understanding
checklist with which to create a small group. Commented [4]: 3d
e. Following group work, teacher will review answers with students
before passing out independent work.
f. SW complete independent work
i. TW pull small group for guidance
ii. TW also circulate room looking to clear up misconceptions
anyone may have. Commented [5]: 3e
g. TW review answers.
● After:
a. After the lesson, SW place their popsicle stick in the level of
understanding pocket they feel to be most appropriate on the
“How I Feel” chart. Commented [6]: 3b
b. SW then complete and hand in the exit ticket.

8. Assessment: Tell how you will know if all students have met the instructional
objective. What tool(s) will you use to measure if all students can meet the
objective?
 a. “How I Feel” assessment for students to self reflect
b. Homework will be reviewed to see if students met objective
percentages.
c. Visual observations (small white board, understand check)
d. Exit ticket to see if students can explain process

9. Differentiated Instruction: Tell how you will meet the needs of all learners
during the lesson. This has to be in alignment with the objective. Look back at
the objective and think about how you can support the learners in this
lesson. Will you differentiate content, process, and/or product? Will you
make it more challenging or do you have students that need support in
meeting the objectives?
a. Some students will have modified notebook pages in which they will
simply fill in the blank compared to writing out the whole page.
b. Students who are identified as struggling with the lesson skills during
group work will be pulled for a small group for selective
reinforcement during independent work time.
c. Students surpassing expectations will be directed to complete the
correlating pages of their enrichment packets during independent
work time.