Student Teaching Lesson Plan Template – Spring 2018 Final

(Indirect Instruction / Discovery Learning)

Omit the shaded cells

Subject: Mathematics Central Focus:

Fifth grade student should connect fractions with division, understanding
that 5 ÷ 3 = 5/3 Students should explain this by working with their
understanding of division as equal sharing.

Essential Standards/Common Core Objective (2): Date submitted: Date taught:

5.NF.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.

Daily Lesson Objective (1):

Given 5 fraction to division problems, students will complete the number sentence to solve the problems and are
expected to get at least 4 out of the 5 correct.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)
Students will need to know vocabulary such as numerator, denominator,
division, partition, and equal parts.
Prerequisite knowledge and skills Global Awareness (1):
needed (1):
Students should be able to divide
whole numbers, solve word problems
using division, model fractions with
drawing, and have an understanding
of the meaning of equal parts.

Activity Description of Activities and Setting Time

1. Engage (3) The teacher will check the students’ prior knowledge to
Check students’ prior knowledge in a see if they know the meaning of a fraction. Students
fast way should understand that a fraction is one number and
the numerator and denominator is one number, not
two separate numbers.

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty


2. Explore (3)
Tasks student will solve by themselves
using their prior knowledge
3. Explain (3)
Students explain their solutions to the
tasks they solved during the “Explore”
phase
4. Elaborate/Extend (3)
Extra task(s) or generalizations of
concepts
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
The teacher will write a fraction on the board and have
the students draw a picture to represent that fraction
on their own white board and ask them to hold it up
when they are finished so the teacher can check. The
teacher will do this with three fractions. The fractions
will be: 3/4, 2/6, & 3/5.
I will show the students that writing a numerator over
the denominator can also be interpreted as a division
expression. We will practice a problem together where I
will work it out and go through the steps and the
students will follow along in their math notebook.
I will first show that 4 divided by 5 is the same thing as
4/5. Then, I will write the first problem on the board
that we will work out together.
The problem will be:
There are 8 students in a wood-working class and 5
sheets of plywood for them to share equally. What
fraction of a sheet of plywood will each student get?
Once we have done one together, I will have the
students solve 2 problems at their desk and write out
the steps they did in words.
The two problems will be:
1. Ten friends share 6 pizzas equally. What
fraction of a pizza does each friend get?
2. Four students share 7 sandwiches equally. How
much of a sandwich does each student get?
After the students have solved the problems
independently, I will call on one student to solve the
first problem on the board and explain the steps and
call on a second person to do the second problem and
explain the steps.
As the students work out the problems on the board, I
may stop and ask them:
“Can you tell the class what you are doing?”
“How do you know which number the numerator will
be, and which will be the denominator?”
For students who are struggling, they can use
manipulatives and/or fraction strips to help them
represent the problem, so they can solve and
 understand better.

5. Evaluate (Assessment methods) (3)
Include the “Exit ticket” to assess
students’ understanding of the new
concepts
Student(s) &
Modifications/Accommodations (2):
1. Students can use fractions strips
or fraction tiles to help them
conceptually see the numbers.
2. Students who need it, can be
given the number sentence for
the word problem.
Materials/Technology (1): white boards, markers, fraction strips or tiles, lesson 63 paper
Students will be given a worksheet with 10 problems on
it and asked to answer only the odds. There will be 4
that are requiring the students to solve the sentence
and then one that is a word problem. The students will
be asked to draw a picture to represent one of the
problems.
Student/Small Group: Student/Small Group:
One small group that the teacher Students who are more advanced
pulls can be students who are can be pulled for a small group to
struggling mentally to see the practice writing fractions as
representations and what it means division problems in word
for a fraction to be division. problems.
Differentiation (low students): Differentiation (advanced students):
Students who are struggling will be Early finishers and advanced
given additional time to work on the students will continue working
problems in morning work the next out the even problems if they
day or for homework. finish the odd problems.

Reflection on lesson:

CT signature:____________________ Date: __________ US signature: ______________________ Date: ____________

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty