Lesson Plan Template

MAED 3224
Subject: Fifth Grade (5th) - Mathematics - Number Central Focus: Multiplying Fractions
and Operations - Fractions
Common Core Objective: Date taught: March 21, 2018
5.NF.4 Apply and extend previous understandings
of multiplication to multiply a fraction or whole
number by a fraction.
Daily Lesson Objective:
Performance- Students will be able to draw a picture and write an equation to solve a multiplication
problem involving fractions.

Conditions- Students will independently draw a picture and write an equation to solve a multiplication
problem involving fractions.

Criteria- Students are expected to earn 8 out of 10 points or 80%.

Prerequisite knowledge and skills needed: Students should have background knowledge and experience
with using manipulatives and explaining their thinking processes while modeling a mathematical problem.
Students should also have background knowledge of multiplication standard algorithm or other multiplication
strategies. The students should have background knowledge of multiplying a whole number by a fraction
and the components of a fraction like numerator, denominator, and etc. The students should have skills that
include the following: sentence symbols, equation set up, problem-solving, and other skills.

Activity Description of Activities and Setting Time

1. Engage Teacher will begin the Math lesson by using the 5 Minutes
GFletchy 3 Acts Lesson video called “How Much
Dew.” This video allows students to create and/or
build an understanding of multiplying fractions using
visual models of partial products. By showing the
video to the students in the classroom, this allows
students who need visual and/or verbal aid a learning
opportunity. The teacher will begin by showing the
Act 1 video, which the teacher will then ask the
following questions and record the students’ answers:

“How many cups of Mountain Dew were consumed?

How many cups of Mountain Dew is left? Estimate.”

“Write an estimate that you know is too high and is

too low.”

Students will turn and talk to their table groups to

discuss the questions, information that they may still
need, and their estimations.

2. Explore
(including solutions of major tasks)
The teacher will then move on to Act 2, which
provides the students information that they still need
to begin solving the problem. The teacher will
provide the students time to solve the problem and
discuss with their peers their new findings. The
teacher may ask the following questions:
“How does this new information help you solve the
problem?”
“What are some of the steps that you may take first?
Why?”
The teacher will then finally move to the Act 3, which
shows the students the solution to the problem. The
teacher will allow the students to share their solutions
and strategies based on their findings. The teacher
will ask the following questions:
“How reasonable or close was your estimate?”
“What is a strategy you could use next time to help
solve the problem or a similar problem?”
To access the 3 Acts lesson, click on the following
link: https://gfletchy.com/how-much-dew/.
The mathematical task that the students will perform, 25 Minutes
and the teaching will model is multiplying fractions by
fractions. The teacher will begin by presenting a
fraction bar that they will be using to multiplying
fractions by fractions. The teacher will ask the
following question:
“What do you notice is different?”
The teacher will then explain that one half of the
whole is shaded, and the other half is not. Then will
continue to ask the students the following question:
“If we put stripes in half of the shaded part. Then,
what would the fraction bar look like?”
“Where would I put the line to show one-half of the
part that is shaded?”
The teacher will then draw a vertical dotted line to
show a half of the half. Then the teacher will add
stripes to the half of the half.
The teacher will then discuss and question the
following:
“This representation show that we are finding what
one-half of one-half is, which is the part that is
striped. What is our answer? What part of the
fraction bar is striped? How do you know?”

If the teacher notices that students don’t understand

that the answer is ¼, then the teacher will also divide
the unshaded part of the fraction bar in half as well.
This allows the students to visualize four equal parts.
Also, the teacher will state “We are finding a fraction
of a fraction or a half of a half is striped. So, how can
we write this using numbers and what is the answer?

The teacher will then create the “How Much of the

Bar is Striped”

“Why is this problem a multiplication problem?”

“Referring to the table, why is our two factors both ½,

but we get 4 as the denominator in the answer?”

The teacher will pass out the worksheet below:

The teacher will ask the students to look at the first
problem and state that we will work on this problem
together as a class. The teacher will follow the same
process as they used for ½ x ½. The teacher will ask the
students where to place the dotted line to show one-third
of the shaded part. The teacher will continue to stress the
importance of finding fractions of fractions concept. After
finding the answer to the problem, the teacher will fill in
the table with the student’s guidance “⅓ of ½, ⅓ x ½, and
⅙. The teacher will ask the following question based on
the problem:

“Why is the answer in sixths and not in halves or

thirds?”

“Do you see a pattern?”

Students will then work in small groups to complete

the remaining problems on the worksheet based on
what the teacher just modeled to them. Questions
that the teacher may ask the students while working
 on the worksheets is the following:

Questions:

“What do you need to find?”

“What numbers do you need to use?”

“How did you know that was the correct answer?”

3. Explain To demonstrate to the students the learning 10 minutes

objective, the teacher would create a discussion
based off the worksheet/assignment that the students
previously did. The teacher will have three to five
students come up to the front and discuss the
process and strategies they took to complete the
problems. The students in the audience will be
instructed to ask the student who is presenting
questions based on the process or answers that they
received. The student who is presenting will provide
a description or response to the question(s). The
discussion will lead about how and why the students
use visuals to attempt to solve the problems, how the
students use manipulatives or concrete materials to
solve word problems, and how drawing pictures help
guide the students in the right direction to solve the
problem. Also, the student will fill in the table that
represents their problem that they are presenting.
This discussion also allows the students to take
control of the classroom and allow them to discuss
the content.

The teacher will then discuss relationships and

generalizations of multiplying fractions, which is the
following:

1. Multiplying straight across/Multiply numerator

times the numerator and the denominator
times the denominator.
2. Each product is less than one and each product is
less than the number multiplied. For example, ½
x ⅓ = ⅙.
3. Multiplying by fractions less than one results
in taking part of a whole, so the product is
always less than the number being multiplied.

Questions:

“How did you know to use those objects or pictures to

 help you solve the problem?”

“Why did you use the drawing or materials to help

you solve the problem? And how?”

4. Elaborate/Extend Struggling Students: N/A

For the students that are struggling, the teacher will
provide further instruction by allowing them to access
an online resource. This online resource explains the
strategy and thought process through an instructional
video, provides additional resources, provides extra
practice, and etc. The teacher will gather the
students that have either struggling to complete their
assignments or look “frustrated” to a table that will be
least distracting to the other students that are still
working. The teacher will provide each student a
tablet and/or computer to access the link, which is the
following: https://learnzillion.com/lesson_plans/7895-
multiply-fractions-by-fractions-using-area-models/.

Challenge:
For the students that are ready for a challenge, the
teacher will provide the students a word problem that
includes multiplying fractions by fractions. Then, the
student will also be asked to explain their strategies
and thought process. This word problem allows the
students to apply their knowledge using scenarios
and allows the students to thinking above the
mathematical standards. The teacher will gather the
students that have either completed their
assignments or look “bored” at a table that will be
least distracting to the other students that are still
working. The teacher will provide each student a
piece of paper with the word problem at the top
stating,

“Joseph went to the candy store and bought 2/5 of a

pound of candy. If 1/4 of Joseph's candy was
chocolate, how many pounds of chocolate candy did
Joseph buy?”

Questions:

“How was this different from the initial problems that

we worked on together or in your group?”

“What strategies can we use to help use solve the

word problems? Why is that strategy the best for
you?”
5. Evaluate Exit Ticket: 5 Minutes
(assessment methods) To conclude the lesson, the teacher will assign a
similar problem as number eight in the following
worksheet to each student:

The teacher will provide the following statement on the

board: “If a whole fraction bar is divided into thirds and ⅓
of the fraction bar is shaded. How much of the bar is
striped if ⅙ of the shaded part is striped?”

Students will provide a pictorial representation, an

explanation of their answer, and their answer(s) for
each problem. Students will complete an exit ticket
to provide support for the teacher of the student’s
knowledge of the mathematical content. The
students will be asked to create a pictorial or
representation of their thinking process of getting the
answer to the question. The student will also be
asked to provide an explanation of their answer or an
equation. Lastly, the student must provide the
correct answer. I will grade the question based on a
 10-point grading scale based off the rubric provided
below. To master the content, the student must get
correct 8 out of 10 points or 80% of the question
correct.

Doesn’t Partially Meets

Meet Meets Benchmark
Benchmark Benchmark

Provides Conceptual Doesn’t Includes Includes

Understanding/Pictorial
Support provide a a picture a picture
picture to with that
support incorrect support
answer support the
to the of the problem
problem. problem. correctly.
(0 (1 (2
Points) Points) Points)
Problem- Doesn’t Provides Provides
Solving/ provide an an
Equation Set-Up
an incorrect equation
equation equation set-up or
set-up or set-up or an
an an approach
approach approach to the
to the to the problem
problem. problem. correctly.
(0 (2 (4
Points) Points) Points)
Procedural Fluency/ Doesn’t Provides Provides
Correct Answer provide an a correct
the incorrect answer.
correct answer (4
answer to the Points)
to the problem.
problem. (2
(0 Points)
Points)

Materials/Technology: Materials that is needed for this lesson is paper, pencils or pens,
fraction bars, manipulatives, worksheets, Smart Board, computer/laptop, and tablet.
The following website is ideas that are used within the lesson plan:
https://learnzillion.com/lesson_plans/7895-multiply-fractions-by-fractions-using-area-
models/ and https://gfletchy.com/how-much-dew/.
The following is used a resource for the lesson plan:
Investigations 3 In Number, Data, and Space