A SHORTENED FRAMEWORK FOR

PLANNING A PROBLEM SOLVING LESSON in MATHEMATICS

Name: Idan Bismanovsky & Beth Leon
Lesson Title: Many Names for Numbers
Grade Level: Fifth (5th)
Important Mathematical Ideas:
What are the main ideas you want students to be thinking about as they work on this lesson?
The same number can be represented many different ways. Also, we can use patterns and
structures to find different ways to express the same amount (Practice standard 7). Students
will use addition, subtraction, and a variety of pictures to show the same amount.

Arizona College and Career Readiness (Common Core) Math Standards Addressed:
[List grade level and standard; write out complete standard]
Common Core Math CONTENT Standards Addressed:
5.NF.A.1. Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an equivalent
sum or difference of fractions with like denominators
5.NF.B.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.
5.NF.A.2. Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem.
5.NBT.A.3. Read, write, and compare decimals to thousandths.
5.NF.B.4. Apply and extend previous understandings of multiplication to multiply a fraction or
whole number by a fraction.
5.NF.B.5. Interpret multiplication as scaling
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.

Common Core Math PRACTICE Standards Addressed:

5.MP.1. Make sense of problems and persevere in solving them.
5.MP.2. Reason abstractly and quantitatively.
5.MP.4. Model with mathematics.

5.MP.5. Use appropriate tools strategically.

5.MP.6. Attend to precision.
5.MP.7. Look for and make use of structure.
5.MP.8. Look for and express regularity in repeated reasoning.

The TASK: Considering Tasks

Think about how well the problem or task will engage students in the important mathematical
ideas you want to address in the lesson. In particular, for each task, think about numbers,
context, and problem structures, and say why you are choosing the numbers, contexts,
and problem structures you decide upon.
TASK(S):
What is the MAIN thing you will have students work on:
Students will find and record several equivalent expressions for a given fraction (in this case,
15/4).
WHY:
Why this problem context (context = setting or objects in problem):
The problem focuses on fractions and does not have any additional background or objects as
the goal of the task is reasoning with fractions.
Why this problem structure (what mathematical information is given and what is unknown):
Students are given limited mathematical information in order to focus them on the quantity
and finding different equivalent values i.e.) mixed numbers, improper fractions, percent
Why these fractions:
15/4 is a large enough fraction to allow for a variety of addition and subtraction expressions,
but it is small enough to be a fraction fifth graders can be comfortable with.

ANTICIPATED STUDENT STRATEGIES:

List many different ways in which for how students might solve this task. Focus on strategies
what students might do and what they might be thinking, rather than on what answer they
might get. How you might respond to challenge or extend their thinking?
1) Students may be unsure about how to begin as this may be a novel task. I will provide
limited modeling of what to do, so students can be referred back to my modeling. I
might also encourage students to draw pictures and to then draw pictures that have
action (taking away, adding)
2) I hope that students are able to draw pictures, but also generate expressions with
addition and subtraction. For example, 15/4 or 3 and 3/4 or 5 5/4. I hope to see
students using decimals, improper fractions, mixed numbers, and percentages. I might
ask students if they can write an expression that. Uses subtraction with whole
numbers, add more than 2 fractions.
3) For students who are easily generating multiple expressions, I will ask them to use
patterns and structure to see if they can write a rule for making many expressions
using the same pattern.

3 PART LESSON PLAN

1) BEFORE: Introduction
Consider and State how you will:
Transition students into the lesson (Before Before).
Introduce the task. You might introduce the problem through a story book, a
picture, a question, simply by discussing the context and getting students to talk about
it, or something else.
Get the students ready. Here you need to find out what students already know
about the topic / task, and help get them ready to work on the task. You might begin
with an easier version of the same task. You might have them brainstorm ways of
solving the task. Or something else.
Pose the task. Make sure all students understand what the task is asking.
Include SPECIFIC QUESTIONS that you will ask students during this part of the
lesson.
YOUR PLAN for what teacher and students will do and WHY:
Before before: Have students gather on the carpet.
Before (launch): Introduce ourselves Our names our Ms. Beth and Mr. Idan. We are
interested in how you think about fractions and equivalent values. Thank you for letting us
watch you work today.
I gave you one name for me, but do you think that everyone always calls us Ms. Beth or Mr.
Idan?
Our friends call us Beth or Idan but.(other names: Miss, Teacher, Monkey, big sister,
daughter, Tia Monica, Moni)
Fractions are the same way. They dont have just one name for the same amount! For
example, 3/4. I can write: three fourths, 3/4, 75%, .75 or (array/picture) and we all know

thats the same way to say 3/4. I can also write 1 1/4 or 1/4+1/2. Do you think these are
all the different ways to name 3/4? There are many, many ways! (This is done either on
an individual slate board or on large white board.)
Your task is to find as many names as you can for the fraction 15/4. Im going to give you
time to work by yourselves first. You should write ideas on your own paper, and then, when I
give you the signal, you can also talk with the other students build from their ideas. After
about 10 minutes, Im going to call us back together to make a list of different names for
15/4.
2) DURING: Exploring
Consider and State how you will:
Find out about students thinking. What will you be listening and looking for, what
strategies do you expect to see?
Support students thinking when needed hints, suggestions, questions to get
students moving on the task, or to help students who are struggling.
Encourage students to test out their own ideas.
Support diverse groups of learners.
Pose questions that help students extend their thinking by looking for patterns,
considering multiple solutions, explaining their reasoning and thinking, etc.
Include SPECIFIC QUESTIONS that you will ask students during this part of the
lesson.
YOUR PLAN for what teacher and students will do and WHY:
As students work, I will all listen and take note of their progress. If students are stuck, ask
them to draw pictures or look at the model for 15/4.
After a couple of minutes, challenge students to think about a problem with addition,
subtraction, pictures,
When every student has a couple of names for 15/4, get their attention to begin a
discussion.
Notice particular student work and make note of which students I will ask to share their ideas
and in what order.
Possible Questions:
Tell me how you came up with this expression/picture/pattern.
Do you think you have found all the possible names for 15/4? How can you be sure?
What does this picture you have drawn represent?

3) AFTER: Summarizing
Consider how you will:
Facilitate a class discussion and a sharing of students strategies. Think about
how and where students will share, how many will share, and how you will choose
those students.

Encourage dialogue and debate among students. Think about how the class will
determine whether a solution is correct or incorrect. Think about how to extend the
childrens thinking.
Summarize the important mathematical ideas. Consider how you will draw
students attention to the big mathematical concepts. Make sure you define here what
those important mathematical ideas are.
Include SPECIFIC QUESTIONS that you will ask students during this part of the
lesson.
Transition students from the lesson to the next activity (After After).

YOUR PLAN for what teacher and students will do and WHY:
I want to display a variety of names for 15/4 and start to group them together. At a minimum,
I want a picture (and especially a picture with some action), addition, subtraction, words.
As students share their names, I will note them on a sticky and then place the sticky on a flat
surface for all student to see. After several names are up, I will ask students to think about
ways to organize them. Hopefully we will end with a realization that some kinds of names will
have many examples (addition) while other names have fewer (like words).
Id like to leave students with the understanding that there are many ways to represent a
number in the form of pictures and as abstract as expressions with symbols. Some of their
names will let me know of their prior knowledge and conceptual understanding of fractions,
improper numbers, mixed numbers, decimals, percents, addition, subtraction.
Possible Questions:
So you used this expression/picture to represent 15/4? Why?
Who will share what (student) just said, but using your own words?
Do you agree or disagree? Why?
Do you see a connection between (student) and (student) idea?
Why is it important to recognize different names for the same number?
VARIATIONS
Select TWO students (e.g., English Language Learners, inclusion students, students who are
over or under participators) and describe how you will adapt the lesson, as appropriate, to
meet their needs.
English Language Learners: Use visual supports during the introduction and check in with the
students to see if they understand. Perhaps during the launch, include names for me and for
six in their home languages. During wrap up, check in for understanding, consider using one or
more of their names.
Under participators: Notice and comment on (assign competence) to a naming strategy they
use. Perhaps suggest a strategy that draws upon their strengths (ex: drawing).