Lesson Plan 6

NAME: Alexandra Ortega DATE of LESSON: December 13, 2018
DURATION of LESSON: 30 minutes SUBJECT: Mathematics GRADE: 5
LESSON # 6/6 TITLE OF LESSON: Fractions Divided in Action
Central Focus of Unit:

Essential Literacy Strategy Focus: Students will interpret and create a story context for using their previous
understanding of division using whole numbers and fractions.
Related Skills: Students will divide unit fractions by whole numbers and whole numbers by unit fractions
using a visual fraction model to show the quotient.
Content Focus: Students will use visual fraction models and equations to interpret problems in context
involving division of unit fractions by whole numbers and division of whole numbers by unit fractions.
Standards:
CCSS.MATH.CONTENT.5.NF.B.7.A
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
CCSS.MATH.CONTENT.5.NF.B.7.B
Interpret division of a whole number by a unit fraction, and compute such quotients.
CCSS.MATH.CONTENT.5.NF.B.7.C
Solve real world problems involving division of unit fractions by non-zero whole numbers and division of
whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the
problem.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
English Language Development (ELD) Standards:
Emerging: Section 2.1 Exchanging information/ideas: Contribute to conversations and express ideas by asking
and answering yes-no and wh- questions and responding using short phrases.
Expanding: Section 2.1 Exchanging information/ideas: Contribute to class, group, and partner discussions,
including sustained dialogue, by following turn-taking rules, asking relevant question, affirming others, and
adding relevant information.
Bridging: Section 2.1 Exchanging information/ideas: Contribute to class, group, and partner discussions,
including sustained dialogues, by following turn-taking rules, asking relevant question, affirming others, adding
relevant information, building on responses, and providing useful feedback.
Instructional Learning Objectives: Assessments:

Students will work collaboratively to solve in context problems Partner talk
and divide unit fractions by non-zero whole numbers and divide Exit Slips
whole numbers by unit fractions. Students will engage in
conversations as they use visual fraction models and equations
to represent the problem.
Language Function and Demands:
Language Function: Additional Language Demands:
Seek Information: Students will inquire information from teacher Syntax: Arrange symbols and numbers in a
and peers and acquire information presented in the prompt find specific order.
the quotient.
Vocabulary: quarter, model, equal,
fractions, denominator
Order: Students will sequence information provided in the story Discourse: Sequencing information using
problems and manipulate the numbers to find the quotient. models and equations.
Resources and Materials:

 Document Camera
 26 pencils
 26 dry erase markers
 Interlocking multilink cubes
For collaborative centers:

 1 set of pattern blocks
 25 copies of the creating your own story problem handout
 25 copies of the
 1 set of fraction tents
 5 laptops
 Student access to iReady for 25 students
 26 copies of pattern block handout
 1 finished workbasket
Student Prior Knowledge:

Students have knowledge of using tape diagrams to model equations of the division of a whole number by a
unit fraction. Students have knowledge of the multiplication of fractions. Students have experience using
tape diagrams to model equations of the division of a unit fraction by a whole number. They are still
learning to divide unit fractions by whole numbers. Students are still learning to solve in-context problems
individually.
Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 Words Quarter, model, equal, division, fractions, denominator
Text Types/Structures (and related vocabulary) In-context mathematical problems
Language Frames/Supports (and linking words) One fourth represents _____.
One quarter represents __________.
We will model this problem by ____________.
Formal and Informal Assessments:

Students will demonstrate they have met the lesson objectives based on their contributions to the discussions in
collaborative groups. Students will also demonstrate they have met the lesson objectives my turning in the work
they submit in the finished workbasket. One center consists of students creating a story problem and solving it
using a model. The evaluative criteria that I will use to determine mastery of the objectives are the students’ use
of models and equations to solve problems. The problem will serve as an exit ticket and will be scored out of 3
points. Students will receive one point for the correct use of the tape-diagram model, one point for providing
the correct equation, and one point for a target sentence with the correct quotient. Small groups for the next
lesson will be based on the students’ areas of struggles or successes.
Procedure-Instructional Strategies and Learning Tasks to Support Student Learning:
INTRODUCTION/ANTICIPATORY SET:
“Today we are going to be working in centers. Each table will complete a different task, however they are all
centered around fractions.” Students have worked on the multiplication of whole numbers and fractions prior to
this activity. They were introduced to the division of fractions three days prior to this lesson.
I DO:
 I will say “At table 1 you will use your creativity and create your own story problems to solve using the
tape diagrams provided.”
-Read directions as the handout is displayed on the document camera.
 I will say “Students at table 2 will be working on an assigned iReady lesson.”
 I will say “Students at table 3 will be working with pattern blocks.”
 I will say “At table 4 you will use the equations provided to create your own story problems to solve.”
-Read directions as the handout is displayed on the document camera.
 I will demonstrate how students will set up fraction tents and sequence them on a number line.
 I will pull three students to anchor table to support during the rotations.
WE ALL DO:
 Students will read will volunteer to read directions on handouts to entire class to prepare of
collaborative groups.
 We will review the third station together and go through three problems together to support students
when they work in their small groups.
 We will work collaboratively at each station and each student will receive a handout to complete at
stations 1, 3, 4, and teacher-led small group.
YOU DO TOGETHER:
 Students will collaboratively with their table groups at each station and each student will receive a
handout to complete at stations 1, 3, 4, and teacher-led small group.
 Students will engage in discussions and support each other in productive group work.
YOU DO ALONE:
 Students will select their own numbers and story line to create an in-context problem and solve
individually at stations 1 & 4.
 Students will complete their assigned iReady lessons independently online at station 2.
 Students will turn in handouts at stations 1, 3, and 4.
 Students in teacher-led small group will create their own target sentence.
Differentiated Instruction
 GATE students will serve as facilitators of each group and support peers. This will provide GATE
students with the opportunity to present different ways of processing information and utilize speaking
and listening skills.
 GATE students will be provided with two additional problems to challenge their thinking if they finish
early.
 GATE students will select whole numbers larger than 5 and fractions with denominators large than six
to manipulate and use for their story problems.
 IEP students will work in collaborative groups and provided with opportunity to think, pair, and share.
 IEP students will whole numbers and fractions they are comfortable with to manipulate and use for their
story problems.
 IEP students will work in guided small group and will be supported in creating a target sentence, prior to
creating their own story problems, which will be assessed.
 Manipulatives are provided at stations to support IEP students.
 ELL students will work in collaborative groups and provided with opportunity to think, pair, and share.
 ELL students will whole numbers and fractions they are comfortable with to manipulate and use for
their story problems.
 ELL students will work in guided small group and will be supported in creating a target sentence and
use sentence frames, prior to creating their own story problems, which will be assessed.
 Manipulatives are provided at stations to support ELL students.
 Teacher will model expectations and directions for each station prior to working in collaborative groups.
CLOSURE:
Students will be asked to submit all work, into the finished workbasket. Students will engage in conversations
with their peers following the lesson and share how fractions and whole numbers could be divided by one
another in real situations. Students will transition to classroom circle and be provided with the opportunity to
share any new learning. Teacher will review the story problems that students created and assess them. For those
students that receive 3 points, they will work together in solving each other’s problems for the next lesson. The
students that made an error in their problem will work with others and receive support from teacher prior to
posing their story problem to a peer.
REFLECTION:
I believe students were all engaged in the centers for the majority of the lesson. Having posed additional
problems and displayed on the document camera assisted me with classroom management as I worked with my
guided groups. I believe having provided the students with various activities kept them engaged. Knowing that
they would participate in other activities kept them motivated to stay on task in order to move on to the next
station. The manipulatives helped many students visualize the numbers provided in the problems. What I would
change would be spending more time with my first guided group and pose a problem and providing minimal
assistance prior to having them return to their table groups.

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NAME: Alexandra Ortega DATE of LESSON: December 13, 2018

DURATION of LESSON: 30 minutes SUBJECT: Mathematics GRADE: 5

LESSON # 6/6 TITLE OF LESSON: Fractions Divided in Action

Central Focus of Unit:

Instructional Learning Objectives: Assessments:

Resources and Materials:

For collaborative centers:

Student Prior Knowledge:

Academic Language Requirements:

Formal and Informal Assessments:

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