ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Heykoop
Theme: Multiplying & Simplifying Fractions

Date:

4/6/16

Subject/ Topic/

I. Objectives
What is the main focus of this lesson?
This lesson focuses on multiplying and simplifying fractions.
How does this lesson tie in to a unit plan? (If applicable.)
This is the third lesson in a fraction unit. It focuses on multiplying and simplifying fractions.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1) SWBAT multiply fractions.
2) SWBAT reduce fractions to the simplest form.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students should know how to add, subtract, and find equivalent fractions.
Formative: I will be assessing how well students can multiply and reduce
fractions by checking their white boards when they solve problems during
the lesson.

Summative: Students will be reducing fractions to their simplest form and

multiplying fractions on worksheets.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

AFFECTIVE
Multiple Means of
Engagement
Options for Perception
Options for recruiting interest
The content will be presented verbally, and
Students will be working with
students will get to use their white boards
their team members to solve
to explore multiplication of fractions and
problems. Some problems have
reducing fractions.
the names of some of the
students in them and are relevant
to their lives.
Options for Language/Symbols
Options for Expression
Options for Sustaining Effort &
When talking about fractions students will They will be able to show what
Persistence
be using the terms: numerator,
they know using the selfStudents will be doing various
denominator, reduce, and Greatest
assessment rubric and by doing
activities throughout the lesson to
Common Factor. The models they draw
the worksheets. Each team will
keep them engaged such as:
will demonstrate these math vocabulary
be able to express their
multiplying fractions, reducing
words.
knowledge on their whiteboards
fractions, and working with team
too.
members.
Options for Comprehension
Options for Executive Function
Options for Self Regulation
Students will have just learned how to add, Students will explore multiplying
Students will be self-motivated
subtract, and find equivalent fractions.
and reducing fractions with
because they get to complete lots
They will use their knowledge of
partners.
of activities and evaluate their
equivalent fractions to help them reduce
understanding of subtracting
fractions.
fractions at the very end by using
a self-assessment rubric.
Equivalent fractions booklet, pencils, white boards, markers, scissors, glue,
Materials-what materials
(books, handouts, etc) do multiplication fraction story problems, crayons, reducing and multiplying
fractions worksheets, helpful hint sheet, story problem sheet, selfyou need for this lesson
assessment rubrics
and do you have them?
RECOGNITION
Multiple Means of Representation

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students will be interacting with
other students in their teams to
solve multiplication of and
reducing fractions problems.

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
10
n
min
(Opening/
Introducti
on/
Engageme
nt)
2
min

15
min

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
- Write this problem on the board and model how to multiply fractions: What is
of ?
- Include that when you see the word of it means to multiply
-

Assign each row of students to solve a problem on their white boards (see
sheet)

Have the captain read it aloud and share their work

Point out that each answer was a fairly big fraction (not in its simplest form)
Explain that just like how we find equivalent fractions usually to make bigger
fractions we can do the same thing to find the simplest for but to find the
simplest form we want to reduce the fraction and try to get it as small as we
can

Introduce the term Greatest Common Factor: the biggest number/factor

that both numbers can go into (the highest number that divides exactly into
2 numbers)
Put the fractions 3/6, 12/16, 2/12, and 4/16 in simplest form
First find the factors of the numerator and denominators, then circle the
greatest one, then divide the numerator and denominators by the GCF

5
min

Students will be working at their desks.

Have students put the answers to their group multiplication problems in

simplest form using their white boards and model using pictures
- Read and pass out the helpful hint sheet for students to use when reducing
3
fractions
min
- Pass out self-assessment rubric and have students self-assess themselves
based on how well they understand how to multiply and reduce fractions
- Have students work on the multiplying reducing fractions worksheet
15
- Have students put together an equivalent fractions booklet by cutting and
Closure
min
pasting it together
- Students might want to color the different fraction strips different colors
Your reflection on the lesson including ideas for improvement for next time: