Lesson Model:

Instructional Stratigie(s):
Houston Baptist University
School of Education

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Subject: Math

Grade Level: 5

Unit: Multiplying and Dividing Fractions

Time Estimate: 1 hour

Topic: Fractions of a set

TEKS: 5.3I
ELPS:5.1D
Goal: TLW understand how to solve multiplication of a whole number and a fraction that
refers to the same whole using objects and pictorial models.
Objectives: TLW represent and solve how to solve multiplication of a whole number and
a fraction using counters.
Materials/Resources/Technology needs: white boards, dry erase markers, counters,
notebook paper, problem set worksheet, exit ticket, document camera
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Instructional Procedures
Focusing Event (Anticipatory set): The teacher will tell the students that they still
are continuing their work with fractions but today they will learn to use a new operation
with them. The teacher will then introduce their new objective and goal.
Teaching/ Learning Procedures: The teacher
will put up the application problem on the board.
Students will solve on a sheet of notebook paper.

Olivia is half the age of her brother, Adam.

Olivias sister, Ava, is twice as old as Adam.
Adam is 4 years old. How old is each
sibling? Students should use Comparison
Model to when solving, if they do not the
teacher should stop the class from solving
and guide them to make the appropriate
model.

Now the teacher move to concept development problems. The teacher will have
students pass out counters, white boards and markers.
Problem 1 is 1/3 of 6. The teacher will instruct the students to make an array with 6
counters on their white board. The teacher will ensure that students have the
background knowledge of what an array is. The teacher will be representing the same
thing under the document camera. Now the teacher will instruct the students to divide
the array into 3 equal parts using their dry erase marker. Then the teacher will ask the

students to write a division sentence for what they just did. The students should say 6
divided by 3 equals 2. If they are unable to the teacher should guide them and have
them write the number sentence on their paper. The teacher will then have the students
rewrite their division sentence as a fraction and say it out loud as they write it. 6/3 = 2.
If I want to show 1/3 of this set, how many counters should I circle? The students
should turn and talk. The teacher will then ask the students to share. The students
should answer 2 counters. The teacher will respond that 1 third of 6 is equal to..? The
students should answer 2. The teacher will have the students write, 1/3 of 6 = 2.
Problem 2 is 2/3 of 6. The teacher will have the students erase their circles and find 2/3
of 6. The teacher will have students solve with their table and walk around to check for
understanding.
Problem 3 is 3/3 of 6 and 4/3 of 6. The teacher will ask the students to solve 3/3 of 6
then check with a partner. When students have finished, they will share their answers
with the class. The teacher will ask the students if they have noticed a pattern with the
answers on their paper. Students should notice that the answers are by 2s.Then the
teacher will ask them what is 4/3 of six using this pattern.
Problem 4 is of 12. The students will erase their boards and create an array of 12
and divide it into 12. The teacher will ask how many counters are in each fourth.
Students should respond 3. The teacher will have them write this division sentence as a
fraction (12/4 = 3). What is of 12? Solve.
Problem 5: What fraction of 12 is equal to 6 counters, discuss with your table. So, 2/4 of
12 = 6. The teacher should ask students how else can we say 2 fourths. Students
should respond with 1/2. If they cannot remind students about reducing fractions. So,
of 12 is 6.
Problem 6. Have students solve using model equation and statement.
3
Mrs. Pham has 8 apples. She wants to give 4 of the apples to her
students. How many apples will her students get?

Students will now show their understanding from a scale of 0 to 4 on their chest.
Students that show a 3 or 4 may start on their Problem set independently. Those who
are a 2 or less will remain in a guided practice group with the teacher. As their
understanding grows, they may transition to working independently at their desk or next
to the teacher. Students will work for 10 minutes. If they finish before time is up, they
may show the teacher for checking then get on think through math.
Formative Check (Check for understanding): Observation during lesson,
student given evaluation of understanding, problem set, exit ticket and homework
Reteach (alternative used as needed): The teacher will set up rotations and
reteach the lesson in small groups to give more individualized attention.
Closure: The teacher will have the students complete 2 exit ticket problems
before they can pack up and move to their next class. Students will complete this
independently, unless a student is at a frustration level with the concept.
Assessment/Summative Evaluation: Unit Math Test

Modifications/Notes: ESL/SpEd: Students can use any visual aids and resources that
have been made available to them (ex. Fraction bars, calculator, or multiplication sheet).