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# DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

## ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Chai Sanders
Title: Lesson 10: Divide Whole Numbers by Unit Fractions
CONTEXTUAL FACTORS (classroom factors)

## My Math Chapter 10 Lesson 6 of 6

Contextual Factors:
21 Students=9 males + 12 females
13 Caucasian; 3 Spanish; 3 Polynesian/Pacific Islander; 2 Native
American Navajo
3 ESL (all WIDA L6)
7 (IEP)=5 low level learners (1with ADD), 2 with speech disabilities
5 Reading Interventions (internal with a Specialist)
2 Math Interventions (external with a Specialist)
1 Counseling
Classroom environment: The classroom is set up with students desks in 5 groups of 4 to 5 students each.
There is plenty of room for all of the activities. Each group consists of a high level learner, middle to high
learner, middle to low learner, and low level learner where possible. This class has access to Chrome Notebooks
for online activities and a Smart Board System for teaching tools and presentations.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)

State Standard/Objective:
Domain: Number and Operations-Fractions
Standard 7: Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.1
Obj. b. Interpret division of a whole number by a unit fraction, and compute such quotients.
For example, create a story context for 4 (1/5), and use a visual fraction model to
show the quotient. Use the relationship between multiplication and division to explain
that 4 (1/5) = 20 because 20 (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole
numbers and division of whole numbers by unit fractions, e.g., by using visual
fraction models and equations to represent the problem. For example, how much
chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How
many 1/3-cup servings are in 2 cups of raisins?
Content Walk-Away: I will use bar diagrams to divide whole numbers by unit fractions.
Language Walk-Away: I will be able to draw and use bar diagrams to divide whole numbers by unit fractions.
Vocabulary: Review-Bar Diagram; Unit Fractions
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)

## Formative Evidence (checking for understanding throughout the lesson):

The students are engaged and show understand during their participation
during explicit instruction and group activities.

## ELL and IEP. Use of the

SMART Presentation with
interactive problem solving.

## Content Walk-Away Evidence (Summative):

The students will use bar diagrams to divide whole numbers by unit fractions.

## IEP-Use the Dry Erase Board

to post several example
equations. During

## Independent Work: Small

Language Walk-Away Evidence (Summative):
The students will be able to draw and use bar diagrams to divide whole
group sessions to work
numbers by unit fractions.
together
Approx. ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge: There was this one time when I had to get rid of all of
5 Min.
my marbles. I was just getting too old for them and had not been playing with them. Rather than
throw them away I wanted to give them to 8 of my friends. I had a lot of marbles. By the time I had
divided them up, each person had over 40 marbles each. I did all of this dividing the hard way.
Basically by putting one marble at a time into each pile until they were all gone. I really could have
used a bar diagram to make the separations easier. Have you ever had to divide a large amount of
something among friends? (wait for a hand) Did you use a strategy or did you just do it the hard
way like I did?
Our objective today is, lets read this together (written on the Wall):
Review the vocabulary words from yesterday.
Formative assessment:
Learning Goal
Students will see a connection using
fraction tiles to solve whole number
and fraction equations.

Success Criteria
Students have each written the
definition of Unit Fractions in their
Notebooks.

Assessment Strategy
Students show their participation by
raising their hands to answer my
questions.

Modification/accommodations: (ELL, IEP, GATE, etc.) ELL and IEP students will be able to view the presentation on
the SMART board. They will have a vocabulary list written on the front dry/erase board for easy referencing during
activities. IEP w/ behavior will have continued attention through proximity and eye-contact.

10 min.

Focus Lesson (I do it): (Using the My Math presentation on the SMART board going through
each slide.) Follow the process on the presentation (using an assistant) to draw an additional bar
diagram on the dry erase as I go through the presentation. In this way the students will see the bar
diagram as it would have been created from the beginning along with that as depicted in their
student manuals.
Continue with the presentation for the second example. on page 766.
Formative Assessment:
Learning Goal
Students will be to create a bar
diagram using the numbers
available in an equation.

Success Criteria
Students are following along and
watching as I work through the
equation using the box.

Assessment Strategy
I will be able to immediately locate
students eyes as they watch the
presentation and their body is
intent to pay attention.

Modification/accommodations: Students

will be asked to open their books to the example page and enter
in the numbers that I just worked out on the board.
10 min.

Guided Instruction (We do it): During the explicit instruction I really wanted you to see how
creating your own bar diagram benefits you. As you can see, there is a similarity between what we
created and what you see in the book. It is important to know how a diagram works so that when you
are confronted with diagrams you can decipher where the information is coming from or what they
are showing you and where in the process that visual is at. That aside, let's work on example 2
together. (Read the problem for example 2) call on students to help fill in the information on the
interactive SMART board. Where there any questions to any of the processes we performed to solve
this problem? Why can you use multiplication to check your answer to a division problem? Have the
students talk in their table groups to answer the question. Give them enough time so that all of the

Formative Assessment:
Learning Goal
Students are able to follow the
example in the book and
understand why the solution is
larger than the divided number

Success Criteria
Students successfully enter in the
correct information and solve the
equation using the model.

Assessment Strategy
Proximity to table groups shows
students books are filled in
correctly. Students express
understanding.

Modification/accommodations: ELL

## students will be seated in groups with higher level learners to aid in

any comprehension issues. I will make myself available to help with give cues to produce creative
ideas and thoughts. IEP's will be assessed as I move to each table group.
15 min.

Independent (You do it alone): For the next 15 min. you will work independently on pages 767
and 768. You only need to do the evens on the front and all of the back. We will then check your
work.
Summative Assessment: Students will complete the Practice It in class and will see immediate
results through SMART board grading. Home Work pages will be assigned to be completed and
turned in for grading on the next class day.
Modification/accommodations: ELL

## students will be seated in groups with higher level learners

to aid in any comprehension issues. I will make myself available to help with give cues to produce
creative ideas and thoughts. IEP's will be invited to sit in a small group with me to work out
each of the concepts and will be excused as they become comfortable with working on their
own.
5 min.

## Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Using a number line is a quick and simple way to identify where a number falls.
Vocabulary Review: Unit Fraction-a fraction with a numerator of 1.
Did we hit our objective today? Lets read it out loud together.
I will be able to draw and use bar diagrams to divide whole numbers by unit fractions.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson? Have an assistant available if possible (otherwise take the time to create a bar diagram during explicit
instruction) to create a bar diagram during explicit instruction. Have copies of the bar diagram for use by ELL and IEP
students for quick referencing. This lesson just requires the students hand books and the My Math presentation for
Chapter 10 Lesson 1 to be used interactively on the SMART board.

## REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

This lesson may pose to be difficult for some of the students as we begin to break down bar graphs even
more than previous lessons. The diagrams used in the book assume the students are well versed in this strategy
and will be able to decode the information without any issues. The problem is that through the course of
teaching this chapter there has been a consensus on how to use the bar diagram properly; and what is meant by
the shaded area that is already provided by the manual. In conversing my concerns with my mentor teacher, we
felt that it would be better for us to be proactive and tackle the issue before it over-whelms the students. We
decide that as I was presenting the information during the explicit instruction period (while using the
presentation as provided by My Math), she would basically begin drawing the diagram from the beginning with
my think aloud. As I would use the model in the presentation and trace it with highlighters, my assistant would
be mirroring me by actually drawing, creating lines, and numbers.
This strategy seemed to work well with our students to the point that on the next day we were approached by
the other teachers on our strategy to teach this lesson. They had observed the same issues with their class and
was interested in our approach. They too implemented this strategy and expressed that it was also very
successful in their classroom. This made me feel especially good because I felt that I had acted with informed
data about my students concerning a learning issue. And because I sought help from my mentor, we were able
to come up with a solution that worked throughout the whole grade level.
When I sat down for the small group sessions I was pleased that the bulk of the discussions were not on
decoding the diagrams but rather other mathematical issues. This again was an indication that our tag team