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Flex Time 3

1. The lesson plan template is for a 4th/5th grade lesson on dividing fractions by whole numbers at Calvin University. 2. The lesson objectives are for students to represent real-world problems involving division of unit fractions by whole numbers, explain how they solved such problems, and create story problems involving division of unit fractions. 3. The lesson involves reviewing fraction values with pattern blocks, working through a word problem where half a cake is eaten before being split among three teachers, and coming up with a real-life situation for the division problem 1/4 ÷ 1/12.

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75 views

Flex Time 3

1. The lesson plan template is for a 4th/5th grade lesson on dividing fractions by whole numbers at Calvin University. 2. The lesson objectives are for students to represent real-world problems involving division of unit fractions by whole numbers, explain how they solved such problems, and create story problems involving division of unit fractions. 3. The lesson involves reviewing fraction values with pattern blocks, working through a word problem where half a cake is eaten before being split among three teachers, and coming up with a real-life situation for the division problem 1/4 ÷ 1/12.

Uploaded by

api-434488792
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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 division 1. Students’ ability to represent real world
of unit fractions by whole numbers. problems involving division of unit fractions by
whole numbers.
2. Explain how they solved real world problems 2. Students’ ability to explain how the solved real
involving division of unit fractions by whole world problems involving division of unit
numbers. fractions by whole numbers.

3. Create a story problem based a situation in 3. Students’ ability to create a story problem based
which a unit fraction is divided by a whole a situation in which a unit fraction is divided by a
number. whole number.
Standards Addressed in Lesson: (Include full standard.)
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?
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.
Instructional Resources:
Fraction blocks, paper, pencils, computer, projector.
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
 Have students sit down and find some supplies.
 Go over learning target.

Development: [It may help to number your steps with corresponding times.]
Teacher Does
BEFORE
 Review with students what unit fraction each unit block represents. Inform them that they will use these again for
this lesson.
DURING
 Tell students that you have a problem that they want you to solve and model. “Braden baked a cake for Mr. S, Mr.
M, and Mr. R because they are such great teachers. Before he can bring it to them, Mrs. H eats half of the cake. If
Mr. S, Mr. M, and Mr. R split the rest of the cake, how much of the cake will each teacher eat?”
 Students work on their problem.
AFTER
 Students share their answers and solutions to the problem.

Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
Teacher Does
 Show students the following problem and have them come up with a real life situation where this problem might
1
occur. ÷ 12 Write it on a notecard
4
 If time allows, have students share their question.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES


EVIDENCE OF PROFESSIONALISM: Being prepared for the lesson and dressing professionally

REFLECTION AFTER TEACHING THE LESSON:

Braden baked a cake for Mr. S, Mr. M,


and Mr. R because they are such great
teachers. Before he can bring it to
them, Mrs. H eats half of the cake.
If Mr. S, Mr. M, and Mr. R split the
rest of the cake, how much of the
cake will each teacher eat?

1
÷ 12
4

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