Flex Time 5

ED 345 Calvin University Teacher Intern Lesson Plan Template
Teacher Intern: Josh Moelker Date:

Grade Level: 4th/5th Flex Time / Conceptual Understanding / Dividing fractions
Approx. time spent planning this lesson: 30 minutes *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Dividing fractions by whole numbers.
Brief Context: Students are fourth and fifth graders at Evergreen Christian. The fourth graders are above grade level in
math and the fifth graders are at grade level. However, their teacher has determined that they would benefit from
additional instruction that builds conceptual understanding of operations with decimals and fractions.
Prerequisite Knowledge/Skills: Students will need to have a conceptual understanding of what a fraction is and
remember the fraction values that each pattern block represents.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learners will: I will assess learning by:
1. Represent real world problems involving 1. Students’ ability to represent a real world
multiplication of unit fractions by mixed problem involving multiplication of unit fractions
numbers, the division of unit fractions by whole by mixed numbers, the division of unit fractions
numbers, or the division of whole numbers by by whole numbers, or the division of whole
unit fractions. numbers by unit fractions.
2. Explain how they solved real world problems 2. Students’ ability to explain how the solved real
involving multiplication of unit fractions by world problems involving multiplication of unit
whole numbers, , the division of unit fractions fractions by whole numbers, the division of unit
by whole numbers, or the division of whole fractions by whole numbers, or the division of
numbers by unit fractions. whole numbers by unit fractions.
Standards Addressed in Lesson: (Include full standard.)
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole
numbers by unit fractions.1
CCSS.MATH.CONTENT.5.NF.B.7.A
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a
story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between
multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
CCSS.MATH.CONTENT.5.NF.B.7.B
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context
for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and
division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
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. For example, how much
chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of
raisins?
Instructional Resources:
Fraction blocks, paper, pencils, computer, projector, powerpoint, IPad, computers.
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
This unit has been designed to help students develop their conceptual understanding of operations with fractions and
decimals because their teacher has determined a weakness in this area. Students are able to represent their answers
and thinking with any sort of manipulative or picture that works best for them.
DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
We spent part of the first day talking about how we are going to struggle during these flex time sessions and do a lot of
thinking about our thinking while will be hard. However, we learn best when we struggle. When a student is
experiencing cognitive overload, I ask them to walk and get a drink to clear the mind because I know from experience
that that is how to best deal with cognitive overload.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
Students will have access to all the materials that they need (pattern blocks, pencil, and paper) at the table where we
start our lesson. If students think they would learn better at another table, they can move there with their supplies.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
When students are working hard and focused, I will walk up to them and tell them that I love to see their hard work,
effort, and focus on the task at hand. Any students who are not on-task will be asked if they are on-task or what they are
supposed to be doing.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Teacher Does
 Tell students that the end of our flex group is upon us and that it is time for us to wrap it up. Over the course of
this flex time we have done a lot of thinking about our thinking and we have learned how to multiply a unit
fraction by a mixed number, divide a whole number by a unit fraction, and divide a unit fraction by a whole
number. We are going to come up with a way to pass this knowledge on to students in other schools and future
team 3 students. We will be videoing ourselves explaining these concepts and coming up with the problems
ourselves.
Development: [It may help to number your steps with corresponding times.]
Teacher Does
BEFORE
To begin, show students the PowerPoint of the type of questions that students will have to choose from. Ask them to
take a moment to decide on which type of problem they would like to create, solve, model, and explain. Have them
say which one they would want.
DURING
 Students come up with an equation that they want to solve. Once they have decided on an equation, they will
present it me to be approved and recorded.
 Next, students create a story problem that is based on their equation. Once they have written this story problem
out, they will present it to me. Students will then type their story problems on a Google Doc that is shared with
me.
 Once they have created their story problem, they will solve it and model their thinking.
 Next, students will show a peer how to solve and model their problem. If another rehearsal round is needed,
students can do this again.
 Next, students will take turns videotaping each other explaining their problems with the purpose of other
students watching this video to learn about the skills that we’ve been practicing.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
 Congratulate students on their hard work not only today, but also through their flextime. If time allows have
students view their videos before being edited.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Being prepared for the lesson and dressing professionally
REFLECTION AFTER TEACHING THE LESSON:

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ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Josh Moelker Date:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON:

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