Common Core/Danielson Framework for Teaching Aligned Lesson Planning Template

Teacher: Diana T. Subject: Mathematics Class: 4th Grade

Unit: Nine: Fractions and Operations with Fractions - Multiplication Day 1

Central Focus (Essential or Focus Question): Expanding on operations with fractions: learning

multiplication of fractions.

Content Area: Standard(s) Addressed:

NY-4.NF.4: Apply and extend previous understandings of multiplication to multiply a whole number by a

fraction.

NY-4.NF.4b: Understand a multiple of 𝑏𝑏 as a multiple of 𝑏𝑏, and use this understanding to multiply a whole

number by a fraction.

Lesson’s Aim/Objective: SWBAT multiply fractions using whole numbers

Materials/Resources (including technology): Fraction Multiplication anchor chart, pencils, math notebooks,

powerpoint presentation, exit ticket worksheet, pre assessment sheet,fraction bar manipulative.

Key Vocabulary Mixed Number:A number that includes both a fraction and a whole number.

Improper Fraction:A fraction where the numerator is larger than the

denominator.

Simplified Fraction:A fraction that is reduced to its lowest terms, having 1 as

a common factor.

Numerator:The number above the bar in a fraction that tells how many parts

of the whole group are being considered.

Denominator:The number below the bar in a fraction that tells how many

equal parts are in the whole or group.

Associative Property of Multiplication: Factors that are grouped in a

multiplication problem do not change the product.

Formative Assessment: For - Teacher will walk around the room and take notes

observation notes/checklist - Students will display understanding during the mini - lesson. Ask

Checking for Understanding: students who understand to put a thumbs up, those who express lack

of understanding will be invited to a follow up discussion for

● Pre Assessment
understanding, where the teacher will reteach the lesson, accept
● Post Assessment
questioning and give other teaching methods.

Anticipated Difficulties:

- Students may believe that multiplication of fractions is similar to the steps of addition of fractions with

like or unlike denominators.

- Students may believe that there needs to be a common denominator to solve the problem.

- Students may believe that simplified fractions change the amount of the fraction.

- Students may multiply whole numbers incorrectly because of placement.

Mini Lesson

Motivation and Connection:

So far in math we've been learning how to work with fractions. What are some of the operations that we

already learned with fractions friends?

Students will say addition and subtraction

Today we will be learning a new operation with fractions! Who wants to take a guess on what operation we

will be learning next? That's right! Today we will be learning multiplication, specifically with fractions. When

multiplying fractions, we will learn a few ways to multiply using whole numbers.

Teach: Before getting started, we are going to review our key vocabulary for the unit.

Review vocabulary terms; students will be asked to state the definition before

revealing the definition on the board, to show prior understanding of

fractions.

When multiplying fractions, we are going to follow a few steps.

(Demonstrate solving the problem)

First we will set up our equation. Let's take 2 and ¾ as our first example. I

will show you how to create a model as well as two other ways to solve

Now, let's visualize multiplying fractions into a model. We are going to apply

what we already know about addition of fractions, to help us solve.

There are three “¼” in ¾. If we draw it out, we can see the fractions that are

being used, and count the total amount.

 Display Fraction Anchor Chart and allow students to preview while it is

briefly explained.

Active Engagement: Looking at the problem I just showed you, let's think about simplifying

fractions.

When is it ok to simplify a fraction?

Can simplifying fractions be compared to division? Why? Can you give me an

example? Can you create an example that leaves me with a whole number,

and not a fraction?

Write sample multiplication problems on the board, and ask students to come

up, solve and simplify where needed. Students are encouraged to use any

method that they feel comfortable with.

Guided/Instructional/Small Now that you’ve learned ways to solve multiplication with fractions, you are

Group/Independent going to go to your math groups and work on independent practice. Ask

Mid-workshop interruption: students to put a thumb in the air if they have a general understanding. Those

who do not understand will meet with teachers for reteaching in their groups

or small group practice. .

Following the independent practice, if you are finished, please move on to the

challenge activity.

Mid- Workshop Interruption: I noticed that some students are up to the

challenge activity. When creating a word problem using multiplication, there

is a “magic” word that can be used in word problems to express

multiplication. Does anyone know what word it is? The word “of” lets the

mathematician know that they are going to multiply to solve the equation.

One example of this is saying ⅓ of 30.

Differentiation: Full Class/Small Groups/Independent/DOK or Bloom’s Activities- Students will break up

into their math groups, working on different worksheets. Each group finishes their work around different work

times.While tier one and two groups are usually working independently, tier three group meets with the teacher

for reteaching.

Tier One (Over Achievers) Tier Two (Achievers) Tier Three (Almost there)

Students will be provided Students will be provided with a Students will be provided a worksheet

with a worksheet to worksheet to demonstrate to demonstrate understanding that has

demonstrate understanding understanding that has both visual only visual models.

that only has word problems. models and written problems. Students will also meet with teachers to

discuss alternate ways to solve

problems or use manipulatives if

needed.

ESL Scaffold/Special Ed. Scaffold: Students will be encouraged to use visual models to learn multiplication

of fractions. Students will also be given a visual aid of the steps on a pocket sized anchor chart.

Closure: Ask students how they felt about the topic and activities.

Allow students opportunities for reteaching or share out.