Ede 4944 Supervisor Lesson 2 2

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Angelica De La Cruz Trejo
Grade Level Being Taught: 5 Subject/Content: Math Group Size17 Date of Lesson: 11/18/2021
Part 1: Lesson Content

Title of Lesson Multiplication of whole numbers and fractions
Meeting your students’ needs as people and as learners How does this lesson connect to the interests and cultural
(supervisors) backgrounds of your students?
This lesson specifically connects to the interests and cultural
backgrounds of my students because it is connected to my inquiry and
throughout the lesson I attempt to make an emphasis on what
students’ different emotions are when dealing with math frustration
and anxiety and what I can do as a math instructor to help them. Here I
consider my students interests and how I can integrate them into the
lesson to help them overcome anxiety they may feel when working
towards getting the correct answers for real world math problems.
How does this lesson connect to/reflect the local community?
Students may face difficulties such as anxiety and frustration when
dealing with problems in the real world and outside communities that
may require an intricate solution. Within this lesson we will practice
tips for dealing with frustration and how to persevere with solving
problems.
What Standards (national or state) relate to this lesson?
(You should include ALL applicable standards.) MA.5.FR.2 Perform operations with fractions.
MA.5.FR.2.2 Extend previous understanding of multiplication to
multiply a fraction by a fraction, including mixed numbers and
fractions greater than 1, with procedural reliability.
MA.5.AR.1 Solve problems involving the four operations with whole
numbers and fractions
Understanding the standards over time Trace the standard to the previous grade level. What have students
(CPALMS/instructional planning course) already learned or been exposed to related to this standard?
MA.4.AR.1.2 Solve real-world problems involving addition and
subtraction of fractions with like denominators, including mixed
numbers and fractions greater than one
MA.4.AR.1.3 Solve real-world problems involving multiplication of a
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Angelica De La Cruz Trejo
fraction by a whole number or a whole number by a fraction.
Trace the standard to the next grade level. What will students learn
next related to this standard?
MA.6.NSO.2.3 Solve multi-step real-world problems involving any of
the four operations with positive multi-digit decimals or positive
fractions, including mixed numbers
MA.6.NSO.2.2 Extend previous understanding of multiplication and
division to compute products and quotients of positive fractions by
positive fractions, including mixed numbers, with procedural fluency.
What misconceptions might students have about this content? Misconceptions for this lesson include:
(talk to your CT) - Students not being able to correctly model the question which in turn
can lead to an incorrect answer.
- Students not seeing the connection of how multiplying a fraction by a
whole number is essentially repeated addition. ¼ x 3 is also ¼ +¼ =¼
- When doing repeated addition students may leave the denominator
unchanged in fraction addition and multiplication problems.
Objectives- What students will know or be able to do after the Some examples:
instruction – the learning outcomes --Students will be able to accurately (measure- how well) differentiate
Content (WHAT students are learning- look to the standard) (action- how) between potential and kinetic energy (content- what).
Action (HOW students will show it- there might be clues in the --Based on what they read in the first half of a fiction story, students
standard) will be able to write (action- how) a reasonable (measure- how well)
Measure (HOW WELL they need to do it) prediction (also part of the action) for how the main character will
(Note: Degree of mastery does not need to be a percentage.) respond to a challenge in the second half (content- what).
------------------------------------------------------------------------------------------
(connect back to 4504/CT Support/reinforced in instructional -------------------------------------------
planning)
Students will be able to accurately use models to find the answer to a
multiplication problem involving whole numbers and fractions.
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which
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level(s) of thinking is/are called for in the standard? Remembering,

Understanding, Applying
Which level(s) of thinking is/are called for in your objective?
Remembering, Understanding, Applying
Why did you choose this level(s) of thinking?
Remembering- Students have to use their basic knowledge of numbers
like counting and addition/ multiplication
Understanding - Students will have to use their knowledge of
multiplication being repeated addition and use that when using their
models.
Applying- Students apply their knowledge of repeated addition
(multiplication), and how to create models to solve the questions.
Assessment Plan- How will you know students have mastered Describe your assessment plan:
your objectives? My assessment plan will be in the form of a checkpoint at the end of
the lesson where students will answer one question. In order to collect
accurate data I will not intervene during this time because it is for the
purpose of seeing what students are able to solve the problem on their
own but after a few minutes I will walk around and assist students..
How does it align with your objective?
This assessment aligns to the objective by checking for the students
ability to use a model to solve a problem. I will emphasize to students
less the importance of a correct answer especially if they are finding
the correct steps and just happen to make a small mistake as this can
boost their self esteem with answering the problem and not allow
them to feel as if they have “failed” the task.
Is your assessment formative or summative? Why did you make that
assessment decision?
The assessment is formative as this is a multi-day lesson and it would
allow me or my CT to adjust instruction for the next day based on the
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data collected.
Assessment Scoring/Rubric
What are the criteria for how you will assess student learning/student When students are completing their exit ticket I will walk around with
work? If you’re using a rubric, include your rubric here. a clipboard with a seating chart and use either a check, check plus, or
check minus to keep track of which students are understanding the
concept. A check plus will imply that the student had the correct
answer/ quotient and all of the work proves that they followed the
correct steps to achieve it. A Check will be given to students that may
not have gotten the correct answer but was due to a small mistake or
mis-step (Forgot to regroup, put incorrect basic fact, added wrong etc)
but would have gotten the correct answer otherwise. A Check minus
will indicate that a student does not understand the concept or
answered incorrectly but was not close to getting the right answer.
There are different levels of mastery for students mastering the
objectives. For some students they will be considered proficient if they
have been able to create models and equations to solve the question
along with having the correct answers. Other students may only be
required to fill out a model with them already having the models
drawn out for them.
Part 2: Lesson Implementation

Management & Environment ● How will you arrange yourself and the students (location in the
(integrated throughout your step-by-step plan): classroom, seating)?
Students will be seated as normally. Students are in 5 tables
each table consists of about 4 students (some students leave
for gifted instruction)
● What processes & procedures will you use? How and when will
you communicate those to students?
Many of the procedures that I will use are calls- responses to
facilitate movement and transitioning throughout the lesson.
Students will have time for discussion, “gallery walk” to see
other students work, and time to work with a partner. Because
students are familiar with the procedures of doing a “gallery
walk” and what to do if someone is talking, I will just do a quick
review of the expectations and procedures. I will also make
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sure that while students are sharing, the rest of the class is
being respectful in listening.
● What expectations will you have for the students? How and
when will you communicate those to students?
o Students are expected to be on task at all times by listening
and being engaged (answering) when I am demonstrating
something on the board.
o Students are expected to be on task when they are working
on their own problems
o Students are expected to contribute to solving a problem
when they are working with partners.
Students will be expected to “track” the speaker and be
attentive when a peer is presenting their work and the
problem that they solved
● What strategies will you use if students do not meet your
expectations? Are there specific students who require a more
extensive management plan? What will that consist of?
The expectations/ directions will always be posted on the
powerpoint so if students seem to be off task or unsure of what
they are supposed to be doing I will ask them to refer back to
the board where they can find their directions. If students still
persist in being off task I will communicate to them what my
expectations are for them and ask them politely to participate. I
will then ask what questions they are having or a reason for
them to not be engaged “Is there something I can do?”
● What will students do if they complete the task quickly?
If students are finished with the task they will be told to
compare answers with their peers. If their answers are
different they will be encouraged to give an explanation about
it so that they can come to a conclusion.
Materials - Students will use tables as white boards and markers.
(What materials will you use? Why did you choose these materials? - Students will need their math notebooks and a pencil.
Include any resources you used. This can also include people!) - I will use the Smartboard and a powerpoint
- I will also have to make the differentiated questions that
contain
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- Kahoot Game
- Math Affirmations Chart
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
This lesson was modified to consider the needs of this class in which most students suffer from math
anxiety or lack of motivation due to not understanding the content which can lead them to give up on
trying. This lesson was differentiated by including affirmation and activities such as games which has
been shown to boost student confidence in mathematics and relieve the pressure of the subject by
creating a relaxed environment where students know that it is okay to not have the correct answers.
Which specific students will benefit, and why?

All students will benefit from this. Specifically students who suffer from “math anxiety” and become
frustrated during math instruction. Students tend to become so frustrated which can lead to off task
behavior, little to no motivation, and self esteem issues.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or This lesson is adapted to meet the needs of students by giving students the opportunity to not become
groups of students) “frustrated” with the instruction. From what I have learned about my students I see that many of them
may enter a state of frustration if and when they are not yielding correct answers. Many of the aspects of
this lesson will focus on creating an environment and practicing strategies for students to remain calm
and reduce math anxiety during instruction to prevent students from “shutting down.”
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual ● Pre-Production Level: Use visuals and have students point to pictures or act out vocabulary.Speak
students (initials), and then explain slowly and use shorter words, but use correct English phrasing. Gesture point and show as much as
the accommodation(s) you will possible.
implement for these unique ● Early Production Level: Continue using strategies from above. In addition, Ask students to point to
learners.) part s of the problem.Ask yes/no and either/or questions
● Speech Emergence Level: Introduce more academic language by using the techniques listed above,
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*If you don’t have students who Provide minimal error correction. Focus only on correction that directly interferes with meaning.
require these accommodations, ● Intermediate Fluency Level: Ask students if they agree or disagree with a statement and why and
describe what you WOULD do if Have students work in pairs and groups to discuss content
you did have these students.
What accommodations will you make for students who have an IEP or 504 plan?
Students with an IEP or 504 Plan will still participate in whole class instruction. However, during
independent time they will be provided with papers that further explain the steps of multiplying these
fractions with the same questions that are being presented to the class. The paper will have things such as
models already drawn out for them to be able to understand the concepts more.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
Students who are gifted receive separate instruction. If these students were to have to participate they
would be provided with different problems that would be more advanced.
References (Planning of Powerpoint from the Planning team.
instruction should be guided by Blazer, C. (2011). Strategies For Reducing Math Anxiety. INFORMATION CAPSULE Research
research-informed Services. Retrieved October 14, 2021, from https://eric.ed.gov/
approaches. Acknowledge https://makered.org/blog/math-magic-for-pi-day-beyond/
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Mathematics: Fractions
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other words,
Act as if you needed a substitute to what lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual
carry out the lesson for you.)
release/etc.) Guided Gradual Release.
Where applicable, be sure to 3. Step-by-step plan:
address the following:
◻ What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask? 11:45-11:50 - Positive math affirmations.
◻ How will materials be Before We even begin the topic of today I will introduce a poster That will be a “Positive math
distributed? Affirmations” Chart
◻ Who will work together in I will explain the purpose of this and why it is important that we remind ourselves what we are capable of.
groups and how will you Explain that we all doubt ourselves at times but that we should not give up.
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determine the grouping? “If you ever begin to doubt yourselves I would like for you to take a look at this chart and remind yourself
◻ How will students transition that “ I am in charge of my learning” “I can do hard things” “I am a creative problem solver”
between activities? Review EQ and learning goal. What operations are we using and what strategies do we need (drawing
◻ What will you as the teacher models to help us solve).
do? “Can I have someone read the EQ?”
◻ What will you as the teacher “Can I have someone else read the learning goal?”
say? “Today we will be reviewing how to multiply fractions and whole numbers. We can do this by using
◻ What will the students do? models to visualize the problem”
◻ What student data will be “We can use this in the real world like for example if I had a recipe that calls for ⅓ cup of sugar but I
collected during each phase? wanted to make 3 times the amount from the original recipe, I would multiply all of the ingredients by 3?”
◻ What are other adults in the
room doing? How are they qw Q 11:50- 11:53 Show math routine slide on PowerPoint
tudents’was ww learning? “Let's start today by warming up with these multiplication problems to see if the product is less than 1”
Students will review that anything multiplied by 1 is itself.
For the third question I will explain that I solved it by using repeated addition.
11:53 - 11:57 Present students with the first question. Pick student to code the question using “CUBE”
strategy
“Can I please have someone code the question.”
“Before you begin trying to solve the question I want you to model 4 glasses that are ⅔ full as mentioned
in the question, when you have modeled that I want to see an equation that rep;resents what you
modeled.”
“I will come around to help. Please let me know ifUu I will will will be there there at least a you need help.”
11:57- 12:00 Review the problem on the next slide in the PowerPoint.
“ Do we agree with this model? Would anyone like to share if they had the same answer or any “aha”
moments they had as they were solving or now that I am explaining.”
“It is really beneficial to all of us to share our answers even if they are incorrect because it can help you
and others in understanding”
“Thank you _____ for sharing.”
12:00- 12:05 Present Question number 2 on the PowerPoint. Have students work with partners.
“Can I please have another volunteer to code the question.”
“ For this question I would like to have you work in partners”
“SImilar to the last problem, I would like for you to First, model the problem, Next write an Equation for it.
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and lastly solve it.”

“Remember that if you need any assistance I will be right here!”
Have students do a gallery walk.
12:05-12:08 Check Point

Remind students that checkpoints are to be written in their notebooks.
This will work as an assessment and during the assessment I will use clipboard anecdotal notes.
As students say they are finished, explain to them if they are correct or not. Do not make too much
emphasis on whether it's correct or not but rather their models and the things that they did do correctly.
Mark things on their paper with stamps for effort and not giving up!
we
12:08-12:15 Kahoot! (With partners)
“I see that everyone has been working really hard and not giving up. So today I wanted to play a little
game of Kahoot. You will have to work with partners.”
“Rules and expectations: remember that even more importantly than who is the winner this is mainly
used as practice so remember to remain respectful at all times with your peers”
This Kahoot will be created by me and contain questions that include multiplying fractions with whole
numbers, repeated addition with fractions, questions that have models. This is to engage students in
participating.
12:15-12:20 Exit Ticket Slide on PowerPoint / Wrap Up!

“To wrap up we will now do our exit ticket”
Monitor students while they are completing their exit tickets and help assist students.
One you have concluded the exit ticket:
“SO how do we think that we feel on multiplying fractions by whole numbers? YOu can just show me with
a quick thumbs up down/

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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Angelica De La Cruz Trejo

Part 1: Lesson Content

fraction by a whole number or a whole number by a fraction.

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which

level(s) of thinking is/are called for in the standard? Remembering,

Part 2: Lesson Implementation

Which specific students will benefit, and why?

and lastly solve it.”

12:05-12:08 Check Point

12:15-12:20 Exit Ticket Slide on PowerPoint / Wrap Up!

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