Lesson Plan Template

Grade: 5rd Grade Subject: Math

Materials: Worksheet, pencils, scratch paper, whiteboard, markers Technology Needed:

(multicolored), counters, misc. manipulatives

Instructional Strategies: Guided Practices and Concrete Application:

€ Direct instruction
€ Guided practice
€ Socratic Seminar
€ Learning Centers
€ Lecture
€ Technology integration
€ Other (list)
€ Peer teaching/collaboration/
cooperative learning
€ Visuals/Graphic organizers
€ PBL
€ Discussion/Debate
€ Modeling
€ Large group activity € Hands-on
€ Independent activity € Technology integration
€ Pairing/collaboration € Imitation/Repeat/Mimic
€ Simulations/Scenarios
€ Other (list)
Explain:

Standard(s) K-12 ND State Standards: Differentiation

ND Mathematics Content Standards Below Proficiency: Teacher will follow

5.NF.4 V Apply and extend previous understandings of multiplication
to multiply a fraction or whole number by a fraction
5.NF.6 Solve real world problems involving multiplication of fractions
and mixed numbers using visual fraction models and equations to
represent the problem
modifications/accommodations in IEP/504. Students who are
below proficiency and needing help within this lesson will receive
one-on-one from the teacher during guided practice &
independent practice. From teacher observations through
formative assessment, students will receive scaffolding.
Above Proficiency: Students who are above proficiency will be
scaffolded to the next level during independent practice or have
the opportunity to tutor approaching/emerging proficiency
students.

Objective(s) Approaching/Emerging Proficiency: Students who are

approaching and/or emerging in proficiency will follow along and
participate during the guided practice, and will receive help as
needed during the independent section of this assignment
The students will
assignment.

Modalities/Learning Preferences: Written IEPs or 504s will be

Bloom’s Taxonomy Cognitive Level:
Level 3: Application. Students will apply knowledge of multiplying
and subtracting/multiplying fractions and build off of that
knowledge by practicing the new area model method.
followed. Students will also have the opportunity to work while
standing, and have access to small items such as stress balls as an
outlet for restlessness and the need for focusing. Flexible seating
will be provided as the situation allows. Though this lesson
focuses mainly on the visual and auditory learning modalities due
to the nature of the learning process. Students who possess the
kinesthetic intelligence modality will benefit from the movement
of the multiples, if they so choose.

Classroom Management- (grouping(s), movement/transitions, etc.) Behavior Expectations- (systems, strategies, procedures specific to
the lesson, rules and expectations, etc.)
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The bell method and a behavior chart will be utilized, ranging from
different colors and different levels of acceptable behavior. The
consequences range from not getting their prize cards stamped at the The students will be expected to sit respectfully during the lesson and
end of the day to principal or parent involvement as individual names to raise their hands when they have a question. They will also be
get moved down on the scale. expected to participate to the best of their ability when called upon for
discussion (for answers).

When transitioning to a new activity, a brief wind-down period will

also be needed in order to transition to the next activity calmly.

Minutes Procedures

2 Set-up/Prep: Worksheets will be distributed, and class settled and mentally prepared to dive into the lesson. Pencils will be
sharpened, multiplication tables and math workbooks will be taken out, etc.

4 Engage: (opening activity/ anticipatory Set – access prior learning / stimulate interest /generate questions, etc.)

The teacher will begin with a small review (one or two problems) of multiplying fractions as an introduction. The area model will be
introduced, and the teacher will give an example by themselves at the whiteboard, while explaining and having the class follow
along. Ask questions throughout, to keep the class’ attention. Due to the number of steps, these problems are going to take a
considerable amount of time, even for the more advanced students.

30 Explain: (concepts, procedures, vocabulary, etc.)

The teacher will work out several more problems with the class (five problems, in estimation). As we are doing the majority of this
lesson together, there is a lot of room for repetition, and the teacher will have the class repeat the steps with her as she goes on.
Student participation is vital here: often the entire class will participate in learning the process through answering the teachers
questions:

❖ “What do we do next?”

❖ “Remember what we do here?”

❖ “Can this fraction be reduced?”

20 Explore: (independent, concrete practice/application with relevant learning task -connections from content to real-life
experiences, reflective questions- probing or clarifying questions)

During the third problem, the students will be given time to attempt it by themselves. Give them a few minutes to work out the
problem individually. Scratch paper will come in handy here. While they attempt the problem, the teacher will walk about the
classroom and observe and/or give light assistance where it is needed. It should be stressed that if the students do not show work,
they will not receive credit for their work and will need to do it again.
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After the attempt, the teacher will go over the problem with the entire class again, continuing to explain the steps and call upon
students for assistance in completing the problem. During the fifth problem, the students will be allowed to attempt the process
again by themselves, following the same process as problem three.

Review (wrap up and transition to next activity):

When transitioning to the next activity, the students will put their math folders away, turn in their work, and prepare for the next
period.

Formative Assessment: (linked to objectives) Summative Assessment (linked back to objectives)

Progress monitoring throughout lesson- clarifying questions,

check-
A summative assessment will come at the end of the Area Model
in strategies, etc. segment. This is the opening lesson, so there will be no summative
assessment.

Formative assessment will take place in the form of class participation

during the lesson, and the teacher's observation of progress. The
assignment submitted at the end of the lesson will also serve as a
formative assessment.

Consideration for Back-up Plan:

As a back-up plan for the end of the lesson, if there is any time left, an
additional sheet of area model practice questions will be provided for
additional practice

Reflection (What went well? What did the students learn? How do you know? What changes would you make?):
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