EDUC 522

Lesson Plan
Author: Melissa Cotant
Teacher:
Lesson Title: KFC (Keep Flip Change)
Melissa
Cotant
Grade Level:
5th
Subject:
Mathematics
Time frame:
50-55 min

Student Learning Outcomes (Goals):

The goal of this lesson is for students to build their knowledge on dividing fractions.
Students will then be able to write a story using the mathematical concept of dividing
fractions.

Objectives

Content and Technology STANDARDS

Students will be able to:

Common Core Mathematics Standards
1. Divide a whole number by a fraction.
Standard: 5.NF.7a
2. Divide a fraction by a whole number.
3. Understand the concept of dividing
fractions.

Interpret division of a unit fraction by a non-zero whole number,

and compute such quotients. For example, create a story
context for (1/3) 4, and use a visual fraction model to show
the quotient. Use the relationship between multiplication and
division to explain that (1/3) 4 1/12 because (1/12) 4
1/3.

EDUC 522
Lesson Plan
Author: Melissa Cotant
Common Core Language Arts Standards
W.5.4
Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are
defined in standards 1-3.)
ISTE Standards
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using
technology.
a. Apply existing knowledge to generate new ideas,
products, or processes.
b. Plan and manage activities to develop a solution or
complete a project.
c. Identify trends and forecast possibilities.
Materials: Digital and non-digital
Non-Digital Materials:
1. Textbook
2. Pencils
3. Math Journals
4. Highlighters
5. Markers
6. KFC Buckets with equations

INTELLIGENCES
1. Verbal-Linguistic
2. Verbal-Linguistic
3. Verbal-Linguistic, Intrapersonal,
Logical-Mathematical
4. Visual-Spatial, Kinesthetic
5. Visual-Spatial, Kinesthetic
6. Visual-Spatial, Kinesthetic, Logical-

EDUC 522
Lesson Plan
Author: Melissa Cotant
Mathematical
Digital Materials:
1. SmartBoard
2. SmartResponders
3. ChromeBooks
4. Google Drive/Docs
5. PowerPoint
Procedure
1. 3 minutes (Engagement) Students will begin with a quick journal
entry in their math journals. Students will look at the following picture
and write about how the picture is related to dividing fractions.

1. Visual-Spatial, Kinesthetic
2. Kinesthetic, Visual-Spatial,
Intrapersonal
3. Kinesthetic, Visual-Spatial,
Intrapersonal
4. Kinesthetic, Visual-Spatial,
Intrapersonal
5. Visual-Spatial
Visual-Spatial, Verbal, Intrapersonal,
Logical-Mathematical, Naturalistic,
Kinesthetic

EDUC 522
Lesson Plan
Author: Melissa Cotant

2. 3 minutes Students will share what they wrote in their math journals
with their table group. Then they will share out in a class discussion.

Visual-Spatial, Logical-Mathematical,
Interpersonal, Verbal, Naturalistic

3. 5 minutes (Input) The teacher will use a PowerPoint and Total

Physical Response (TPR) to teach academic vocabulary. The
academic vocabulary will include dividend, fraction, whole number,
and quotient.

Visual-Spatial, Kinesthetic, Verbal,

Interpersonal

4. 10 minutes (model) The teacher will explain how the KFC bucket is
related to dividing fractions. Then the teacher will model a couple of
problems on the SmartBoard on how to divide fractions using the
KFC acronym. K is for keep the first fraction, F is for flip the second,
and C is for change the sign. Then multiply the fractions as usual.
Students will write the acronym in their math journals and color code
what each letter represents.

Visual-Spatial, Interpersonal,
Kinesthetic, Mathematical-Logical,
Verbal

5. Check for Understanding The teacher will call on students randomly Verbal, Interpersonal
throughout the lesson to check for understanding.
6. 10 minutes (guided practice) Teacher will guide students through
some problems on the SmartBoard. Then the teacher will have the
students work with their partners to complete problems from their
KFC buckets. Teacher will remind students of expectations (use
academic language/steps). Students will then go to the SmartBoard
and show how they solved their equations from their KFC buckets.

Visual-Spatial, Interpersonal,
Mathematical-Logical, Verbal,
Kinesthetic

7. 10 minutes (independent practice) Students will work

independently on completing a worksheet on dividing fractions with

Intrapersonal, Mathematical-Logical,
Kinesthetic

EDUC 522
Lesson Plan
Author: Melissa Cotant
whole numbers.

8. 10 minutes Students will work in groups and discuss how they can
write a short story on the concept of dividing fractions. Students will
use academic vocabulary when writing their story. Students will then
work on the ChromeBooks and Google Docs to write their short story.

Interpersonal, Verbal, MathematicalLogical, Kinesthetic, Intrapersonal,

Visual-Spatial

9. 4 minutes Students will use the SmartResponders so the teacher

can assess student learning.

Intrapersonal, Visual-Spatial,
Mathematical-Logical, Kinesthetic

Product and Assessment Rubric

Steps of the Project:
Worksheet- Students will complete the worksheet on dividing fractions.

Intrapersonal, Kinesthetic

Groups- Students will work in groups to discuss how they can write a short
story on the concept of dividing fractions.

Interpersonal, Verbal, MathematicalLogical, Kinesthetic

Story- Students will write a short story on Google Docs using the
ChromeBooks on the concept of dividing fractions.

Verbal, Intrapersonal, Visual,

Kinesthetic, Mathematical-Logical

Academic Language- Students must write using academic language in

their story.

Verbal, Intrapersonal, Visual,

Kinesthetic, Mathematical-Logical

EDUC 522
Lesson Plan
Author: Melissa Cotant

KFC Project Rubric

Below
Expectations-1
Steps and
solutions have 5
or more
mathematical
errors.

CATEGORY
Mathematical
Errors

Outstanding-4
Steps and
solutions have 0
to 1
mathematical
errors.

Proficient-3
Steps and
solutions have 2
mathematical
errors.

Basic-2
Steps and
solutions have 3
to 4
mathematical
errors.

Problem
Solving

Correctly
organizes and
calculates a
mathematical
strategy for a
given situation.

Demonstrated
three different
ways of solving
the problem.

Organizes and
calculates a
mathematical
strategy for a
given situation,
with 3-4
mistakes in
organization
and calculation.
Demonstrated
one way of
solving the
problem.

Did not organize

or calculate a
mathematical
strategy for a
given situation.

Mathematical
Concept in the
Story

Organizes and
calculates a
mathematical
strategy for a
given situation,
with 1-2
mistakes in
organization or
calculation.
Demonstrated
two different
ways of solving
the problem.

Academic
Vocabulary

Seven
academic
vocabulary
terms were
used correctly
in the story.

Five academic
vocabulary
terms were
used correctly
in the story.

Three academic
vocabulary
terms were
used correctly
in the story.

One to two
academic
vocabulary
terms were
used correctly in
the story.

Did not explain

how the answer
to the problem
was obtained.