Mai Boone Observation 2 Spring

Spring Observation #2 Math Lesson
Candidate Name: Mai Boone

Grade Level: 5th
Content Area: Math (Fractions as Division)
Estimated Lesson Length: 25 min
Setting: (x ) whole class ( ) small group ( ) Individual- asynchronous
Co-Taught Lesson: ( ) yes (x) no
MAIN CONCEPT/Central Focus
At the end of the lesson, students should be able to recognize that fractions can be interpreted into division
problems, and division problems can be interpreted as fractions. They will understand how to set up the
fraction/division problem by understanding that the numerator is the dividend and the denominator is the
divisor. Additionally, they should be able to model and explain how they could split up the fraction into
equal shares.
RATIONALE
In order to learn how to divide fractions by whole numbers and other fractions, students need to understand
that fractions can be represented as division problems. We begin by not simply looking for the answer,
instead we are more concerned about the problems setup.
STANDARDS
Math
CCSSM.5.NF.3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷b). Solve
word problems involving division of whole numbers leading to answers in the form of fractions or mixed
numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret
3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are
shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound
sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole
numbers does your answer lie?
ELD
ELD.5.P1.5.Em. Demonstrate active listening of read alouds and oral presentations by asking and
answering basic questions, with prompting and substantial support.
OBJECTIVES
● Students will be able to identify the numerator and denominator of a fraction
● When given a fraction, students will be able describe how to turn it into a division problem
● When given a division problem, students will be able to describe how to turn it into a fraction
● Students will be able to identify that the numerator is the dividend and that the denominator is the
divisor.
● Students will be able to explain and illustrate using a model how to divide a larger number (i.e. 6) by a
smaller number (i.e. 4) in even parts
ASSESSMENTS
Informal Formative Assessment: During the notetaking session of the lesson, the teaching will check for
understanding that the students are able to understand how a division problem can be seen as a fraction and
vice versa, as well as identify the important parts of the fraction/division problem (numerator [dividend]
and denominator [divisor]). After demonstrating how to visualize the concept using circle and rectangle
charts, the teacher will ask the students to explain how the model demonstrates equal share amongst the
given amount of people given how many whole food items are present.
Formal Formative Assessment: At the end of the notetaking session, the students will be assigned six
problems from page 6 of their problem set that ask them to convert fractions into division problems and
division problems as fractions. This will be turned in the next day for homework and will be graded by the
teacher to check students’ understanding.
ACADEMIC LANGUAGE DEMAND
In order to participate in this lesson, students will need to use language to respond vocally and
through their writing to their teacher. There is a list of vocabulary words, some that they already
know, and some that will be new to them, which they will need to incorporate in their answers and
notes. As always in our math lessons, I ask students to check their work and discuss their answers
with a partner or group of other peers which also asks them to language.
CONTENT VOCABULARY
● numerator
● denominator
● dividend
● divisor
● whole number
● division house
● standard algorithm
● fraction
● division
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT
In the students notes, and in my lecture, I have included the use of visual models to help demonstrate
the core idea behind viewing fractions as division. This is done by drawing pie charts and rectangle
charts and dividing them based on the problem. I make sure to label these models using terms and
examples the students are familiar with such as: pizza, cookies, students, teachers, etc.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
Students will be asked to review language from prior lessons that are needed in order to understand
the new concepts. In addition, visual examples are modeled during the lecture, the examples
demonstrated are given out by students. For example, I was using pie charts as a model, and asked
students to give me an example of a round food. That way students can feel connected to the core idea
by having an example present in their life.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS
As always in our math lectures, the notes are posted online on our google classroom. The students will
also have access to the physical teacher’s copy of the notes at any time. Students who need additional
assistance are asked to participate in small group help during activity time. Additionally, students
with IEPs/504s are not required to take heavy notes during math time and are asked to focus more on
the lesson itself.
TASK ANALYSIS:
At the fifth grade level, students should have a basic understanding of fractions and fraction parts as well as
basic division of whole numbers. At the cognitive level, students are able to connect the concept of fractions
and division to real life experiences such as sharing a pizza or other snack since they are able to think
abstractly.
INSTRUCTIONAL SEQUENCE:
Introduction: After reviewing the daily math for the day, the students will pull out their math notebooks
and pencils. The new Module 4 Problem Set packets will be passed out to the students. They will take out
pages 4-6. The teacher will then ask the students to label their note page: Mod 4 Lesson 2: Fractions as
Division. The teacher will then review how to set up a fraction, and parts of a fraction (numerator,
denominator).
Lesson Sequence: Next, the teacher will explain that if we say the numerator is the dividend and the
denominator is the divisor then we can write a fraction as a standard algorithm division problem (Ex: ¾ can
be written as 3 divided by 4). Then, the teacher will add that the fraction can also be written using the
division house method. Once the students have practiced setting up fractions as division, the teacher will
ask the students to reverse the process by changing a division problem (Ex: 4 divided by 5) into a fraction
(Ex: ⅘).
The second portion of the lesson is to have the students first think of circular foods (i.e. pizza, cookie,
peanut butter cups, pie). Then, the teacher will explain how to illustrate a division problem that can’t be
divided equally (Ex: 2/3, there are 2 cookies to divide amongst 3 people, each person will get ⅔ of a
cookie.) This is illustrated by drawing 2 pie charts, dividing them into thirds and shading in 2/3s of both
circles. This represents the first two friends’ portions, what’s leftover should still be 2/3s which is how
much the third friend should get. (See teacher notes).
Closure: After doing some examples (problem set 1a, b, and c), the teacher will assign problems 4a-f for
the students to do on their own. Whatever problems the students don’t finish should be turned in the next
day for grading.
CONTENT EXTENSIONS
Students who finish early are almost always my teacher assistants, I ask them to assist others who
might be struggling. They are to help their peers to understand their current problem and give them
an alternative perspective on their own. This is cognitively appropriate since fifth graders should be
able to make past connections to the current lesson and use that to assist others and get their ideas
across.
CONTENT INTEGRATION
In terms of science, this lesson could easily be made into an engineering project. Students need to
create a device that will split a desired food item into the necessary equal parts for their assigned
math problem. For example, if the student’s group needs to divide 7 chocolate bars amongst 8
students, then they would create a machine that cuts chocolate bars into ⅞ths, that way each person
can get a fair share.
SOURCES
Module 4, Lesson 2, in the Engage NY handbook
CT’s previous notes on Module 4, lesson 2

MATERIALS AND SUPPLIES NEEDED
● whiteboard
● whiteboard markers
● overhead projector
● notebook
● problem set, Mod 4, lesson 2, pg.4-6
● pen
PERSONAL TEACHING FOCUS
For this lesson, I wanted to make sure that my students visually understood how fractions can be
turned into division problems and vice versa. I tried to make connections such as, we are not dividing
up the people, but dividing up the object(s) in the problem. This is to help them remember what order
the dividend and divisor are supposed to be in.

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Spring Observation #2 Math Lesson

Candidate Name: Mai Boone

CT’s previous notes on Module 4, lesson 2

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