DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Julia Biasi Grade Level 5 Title Estimating Products of Fractions
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 19 Students. 10 Boys and 9 Girls.
ELL Students

&WIDA level:
Justin 5
Hayden 5
Ricardo 6 (Graduated from Imagine Learning)
Students with IEP:
Justin: Sever discrepancy in math and reading.
Hayden: Sever discrepancy in math and reading.
Behavior Concerns:
Jacob has a motivation problem
Ben shouts out
Kayden new student still trying to fit in. Off task often.
High Level Learners:
Charlotte, Kanessa, Grace, Gracee, Julien
Approaching Grade Level:
Kamri, Logan, Tamera
Classroom environment:
The students are in individual desks. There are four groups. Two with four students, one with five, and one with six. The
desk face the SMART board and white boards. There is an ELMO. All of the students have access to a Chrome Book. There
is a kidney table at the back or the room for small groups and there is a rectangular table for small groups. There are five
Ipads that the students can use.

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: (SIOP 1,2,3)
Domain: Number and Operations - Fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
4.
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a
fraction.
Content Walk-Away: I can estimate the products of fractions by rounding to a compatible number.
Language Walk-Away: I will write a definition and explanation using the vocabulary words.

Vocabulary: compatible numbers, estimate, product, and rounding (SIOP 9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observe student engagement
Sticky notes
Listen to student ask students questions.

Content Walk-Away Evidence (Summative): Students will use compatible numbers

and rounding to estimate products of fractions.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Have students groups
heterogeneously. I will separate
the students from their normal
groupings so they are not with
friends.
I will have Kayden with Gracee
because she is so task oriented.
Have Kayden collect papers.
I will have the students write
down the vocabulary so they can
look back to it.

Language Walk-Away Evidence (Summative): Student will be able to use the terms
compatible numbers, estimate, product, and rounding correctly in relation to
fractions.

Approx
.
Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge(SIOP 4), (SIOP 6), (SIOP 7),( (SIOP 8), (SIOP 9),(SIOP 12),(SIOP
16),(SIOP 18),(SIOP 20),(SIOP 25)
Activate prior knowledge: I can estimate the products of fractions by rounding to a compatible number.
Students remember when we rounded fractions to the closet zero, or 1?
Building Background: There are some words that we will be using today so I need to be sure that you
understand what they mean.
Compatible numbers: When estimating, compatible numbers are numbers that are
close in value to the actual numbers, and which make it easy to do mental
arithmetic.
Estimate: An estimate is an approximate or rough calculation.
Product: The result of a multiplication.
Rounding: Rounding involves either increasing or decreasing a number to the next
digit.
(SIOP 9)
Lets write down what they mean so if we need to we can look back on them. I will write a definition and
explanation using the vocabulary words.
Formative assessment:
Learning Goal
Student will write down and use
vocabulary.

Success Criteria
Students can use the vocabulary
words.

Assessment Strategy
Listening to students as they talk.
Observe them write vocabulary.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Have the vocabulary words posted the whole time for all of the students. Ask Justin if he can tell us when we
round to zero and when we round to one.

Focus Lesson (I do it) (SIOP 4,5,9,10,11,12,14,15,16,17,19,22,25)

Hand out 20 counter to students. Have the student show me how many of the counters would be. Then
have the students show me 3/5. Connection: Yesterday in the lesson you drew models to represent how
many parts their were and how many pieces you had of the whole. Today you can use the counters to help
you figure out some of your problems. Today we are going to be estimating the products of fractions.
(Questions) We are going to do one example with our counters and one with a number line.
Formative Assessment:
Learning Goal
Understand different ways to do
these problems.

Success Criteria
Use different ways.

Assessment Strategy
Direct Instruction, Models

Modification/accommodations:
Remember what estimating means? Ricardo
What does product mean? Hayden
Guided Instruction (We do it) SIOP 4,6,12,16,18,21,22,29)
We are going to do independent practice a little bit differently. We are going to have the questions one the
board. I want everyone to come pick one you solve it write your name and the answer on the back and then
put it back on the board and grab another. There should be at least two answers on the back. If you get an
answer that is different from the first person go over and do the problem together to see which answer is
correct.
Formative Assessment:
Learning Goal
Students can estimate products of
fractions.

Success Criteria
Students answer the questions
correctly.

Assessment Strategy
Sticky notes on the board.

Modification/accommodations:
The game is differentiated because the students are working at their own pace and on which problems they
would like to. Have easier and harder questions. Students who are advances will do more students who are
not will do less.
Collaborative/Cooperative (You do it together) (SIOP 3,4,5,6,9,11,12,13,15,16,17,19,20,21,22,23,24,
25,26)
I want you to work together one the problems on the back. If you still need help lets meet at the back table. If
you like to use the number lines why dont you get together? If you would like to use the counters we dont you
get together.
Formative Assessment:
Learning Goal
Students can estimate products of
fractions.

Success Criteria
Student answer the questions
correctly.

Assessment Strategy
Math page form MyMath.

Modification/accommodations:
Have different grouping. Have students who are struggling back with me. Have different tools that the
students can use to answer the problems.
Independent (You do it alone) (SIOP 6,9,15,21,22,23,24,30)
Now we are going to explain in our journals how to do these problems. Write it like you are writing it to a
third grader. You may need to explain what the words mean in your writing.
I would like you to do your homework on your own.
Summative Assessment: Students writing and independent practice.
Modification/accommodations:

Have students who do not understand come to homework club. Have the high students add a real world
example of when you would estimate to find the product.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
I want you to share what you wrote with your shoulder partner. If you have any questions still this is a good
time to get them answered.

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
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
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? Counters, rules (number lines) I will need about an hour.

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?