Name: Morgan Smith Grade Level: 5th Grade Subject(s): Math

School: Chapman Elementary Date: 04/03/2014

1. Contextual Factors - Description of learners: (List the number of students, gender, SES/socioeconomic status, race/ethnicity/culture, meal plans, specific special needs, community context, etc.) Students: 15 Male: 8 students Female: 7 students SES: Low economic status Race: 3 Caucasians; 5 Hispanics; 1 Asian; 6 African American All students receive free lunch Special Needs: 3 male students receive extra help in math. They are pulled out during intervention. 4 female students receive extra help with reading and writing. They are also pulled out during intervention. Community: The surround community has a low economic status. Most students live in the apartment buildings that are located down the street or they live in the neighborhood that is across the street from the school. There are a lot of students that walk to and from school every day. 2. Rationale/Purpose for Lesson: The purpose for this lesson is to help the students better understand how to multiply fractions. This is an important concept for the students to master because it will make dividing fractions easier for them. This group of students seems to need extra help with this skill. 3. Standards: Common Core State Standards Math: 5.NF Standard Number 4A: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 4. Subject Integration: Math and Writing 5. Performance Objectives written in 4-component format: Given a worksheet with five problems on multiplying fractions, the student will solve 4 out of 5 correctly. 6. Materials/Resources Needed: Promethean board, pencils, and worksheet.

Preparation: To prepare for this lesson I will first make sure that I am covering the whole standard. I will create problems that the students should be able to work and some that are more challenging. I will make sure that I know how to use the white board the day before. This way during the lesson hopefully there will be no technology malfunctions.

8. Procedures: (Include both teacher and student steps, teacher questions, directions, etc.) Opening/focus/anticipatory set: I will first ask does everyone remember how to multiply fractions? After a receive a few responses from students then I will announce that today we are going to do a review of multiplying fractions because I have noticed that they are still having some difficulties with this skill. Connections to previous learning and future content: I will ask the class if anyone knows how to do this already and if so, can they explain the process to me in their own words? After the discussion I will clear up any misunderstandings. I will tell the students that in order to multiply fractions; they should know their multiplication facts. I will also explain that once they can multiply fractions then they will be able to divide them. Teacher modeling/demonstration of learning: After we have finished our quick discussion about what a fraction is, then I will do a few examples on the Promethean board. I will write the first example on the board. The first problem I will do slowly. I will go over the steps of how to multiply the fraction. I will make sure that they know to multiply the numerators together and then multiply the denominators together. I will work the problem on the board while I explain each step and reasoning behind what I am doing. For the second example I will call on a student to tell me how to multiply the fractions. I will write on the board what they tell me to do. After we have completed the problem I will have the students decide if what we have on the board is correct or not. We will continue this practice for the remaining three examples. Check for understanding: I will be checking for understanding by asking the students questions about what I am doing. I will ask if they understand or if they need more examples. I will also allow them to ask questions about what I am doing. Their questions will allow me to know how much they understand. Guided practice or activity (Student performs along with teacher guidance): Next, I will have the students explain to me what needs to be done while I write what they say on the board. We will do these examples together as a class. Examples: 1. ½ * 3/5 2. 5/6 * ¾ 3. 2/3 * 1/7 4. 7/9 * 2/5 5. 3/8 * 3/6

Independent Practice (Student performs on own): I will then give the students five problems to do independently. I will have the problems displayed on the Promethean Board. I will be walking around observing and helping anyone that has questions. Problems: 1. ¼ * 5/6 2. 4/7 * ¼

3. 6/10 * 1/3 4. 7/8 * 1/3 5. 8/9 * 8/9 Class discussion and/or group activity, etc.: Once everyone has finished then I will ask for volunteers to show how they found the answers to the problems. We will discuss as a group if the students got the answers right or wrong, and how they got that answer. For the class activity I will break the class up into five groups of three. I will have the groups create their own math word problems that involve multiplying fractions. Closure of lesson that determines if goals/objectives(s) were met: At the end of the lesson I will ask the students what was the most important thing that they learned in today’s lesson? I will let multiple students answer the question. After our discussion I will ask if anyone has any questions about what we learned today. After I have answered the students questions then I will close the lesson. 9. Assessment of learners’ achievement related to goals/objectives: I will take up the independent problems that the students complete. If I need to then I will correct the student’s work. I will also be observing the students during the whole lesson. If there is a student(s) that I notice need extra help, then I will pull them out during intervention time that occurs later on in the day.

10. Differentiation/Interventions/Adaptations/Modifications for special learners: If students happen to finish early then I will allow for them to read or create more fraction problems. If a student doesn’t finish their work then they will be able to complete it later that day during intervention.