STEM 433/533 Lesson Planning Template

Name: Brianna Smith Grade: 5th grade Topic: Computation and Estimation
Brief Lesson Description: Students will work individually, within small groups, and as a whole class to solve single-step problems with
various types of models. By incorporating technology, discourse, and collaboration, the students will have various chances to build their
understanding of solving single step multiplication problems. The time allotment for this lesson plan is 5 days.

Specific Learning Outcomes:

 Students will be able to solve practical problems.
 Students will be able to solve single-step multiplication problems between a whole number (12<) and a proper fraction.
 Students will be able to create a denominator that is a factor of the whole number.
 Students will be able to express their answers in the simplest forms.
 Students will be able to recognize the need for and implement the inverse property of multiplication in models.
 The student can use the model to justify why the solution makes sense.
 The student can write repeated addition of a fraction as the product of a fraction and a whole number. 
 The student can create concrete and pictorial models to represent and simplify an expression.
 The student can interpret concrete and pictorial models to represent and solve an expression.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies?
This lesson has many opportunities for students to learn equitably while receiving the accommodations they made need. There will be
pre-checks, and formative assessments to assist in knowing where students are struggling so it can be supported in the learning
phases. The lessons will have differentiation options, for example, instead of having a pictorial model, some students may need and be
provided with physical blocks to help cement these ideas. In the word problems on the handouts, I tried to incorporate many genders
and styles of names in order to allow student to feel represented that way.

Narrative / Background Information

Prior Student Knowledge:
 Students need to know how to solve practical problems that involve adding and subtracting proper fractions with like denominators
of 12 or less. (3.5)
 Students need to know how to determine GCF and LCF. (4.6a)
 Students need to know how to add and subtract fractions and mixed numbers having like and unlike denominators (4.5b)
 Students will need to know how to solve single-step practical problems involving addition and subtraction with fraction and mixed
numbers. (4.5c)
Math VA SOL: Visual Arts VA SOL: NCTM Standard:
5.6 The student will Critical Thinking and Computation Number and Operations-Fractions
5.5 The student will apply skills needed to
b) solve single-step practical problems work collaboratively in an art community. Apply and extend previous
involving multiplication of a whole understandings of multiplication and
number, limitedto12or less, and a proper a) Effectively use listening skills. division to multiply and divide fractions.
fraction, b) Apply communication skills in class
with models.* discussions and presentations. 5.NF.B.6
c) Recognize a variety of strengths in Solve real world problems involving
*One the state assessment, items others and oneself. multiplication of fractions and mixed
measuring this objective are assess numbers, e.g., by using visual fraction
without the use of a calculator. models or equations to represent the
problem.

Specific Problem-Solving Strategy being used:

Students will be drawing, specifically pictorials and diagrams to act as models. This is imperative to the standard, but it is also
helping the students have a strategy to rely on when solving problems in the future.

Possible Preconceptions/Misconceptions:
 Students may have misconceptions regarding multiplying a fraction by a whole number, and they often multiply both the numerator
and denominator by the whole number.
 Students may have misconceptions about multiplying a whole number by a fraction if they don’t realize it’s the same as
multiplication of whole numbers.
 Students may have trouble with the inverse property of multiplication and recognizing that a number and its multiplicative inverse
is 1.
  Students may have misconceptions when identifying groups od a unit fraction using a set model, and the importance of the
commutative property of multiplication.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
(Time allotment: 10ish minutes for the discussion; 40-50 minutes for the warm-up/discussion)

Day 1:
I. Starting off the lesson, it’s important to create a positive environment for students, so TTW open a “which one doesn't belong” (no.
49) to get students used to talking and sharing their opinion in class, while also generating critical thinking about fractions.
II. TTW then transition from that to the students taking a JIT cluster, which has a few questions from the previous standards that are
needed before students can begin 5.6b. This will allow the teacher to understand where students are, what concepts should be
reviewed before the lesson begins, and what prior knowledge students have.
III. TSW begin to take this warm-up. When they’re done, they will turn it over until all students are done.
IV. Once everyone finished, TSW have a discussion with their partner about how they solved the problems.
V. After students have made some corrections and talked it over, TTW call them together and go over problems as a class, so any
previous misconceptions are corrected previous to the lesson.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2:
I. TSW continue part 2 of their CRA demonstration– the representation models.
II. TSW begin by completing a quick warm-up to get more practice in using diagrams.
III. TSW complete this individually and turn it in for a grade. It will be graded based on application of strategies learned in class, not
accuracy.
IV. If students finish all work before the class period is done, TSW then get out their Chromebooks and go to this website to play a
game that will give students a fun and engaging way to get in extra practice with fractions using models.
Day 3:
I. TSW open with a refresher about strategies used previously. This will involve the teacher prompting students to recall what they
did yesterday and the strategies they came up with in their discussion.
II. TSW share what they remember, helping themselves and peers get into the headspace of what they learned and connect it to the
lesson.
III. TTW then go over some problems on the overhead, while prompting students at every step to raise their hands and explain what the
next step would be. This will serve as a warm-up.
IV. Students will then work on this problem where they work in groups to create a group poster about the word problem. This will
require students to apply what they have learned to not only models, but also a real-life problem.

EXPLAIN: Concepts Explained and Vocabulary Defined:

Day 4:
I. TTW follow up on the explore phase by starting with some problems students will be solving. They should be a bit challenging and
not rely on unit fractions.
II. TTW present the problem ask students how they think they should go about solving it.
III. TSW first work on their own and struggle through the problem.
IV. Then the teacher will collect the students and begin a discussion about different solutions students used to solve the problem. This
will create discourse and get students thinking about what they notice in the problem that is familiar to them, encouraging them to
use their prior knowledge.
V. TTW then use the “I Notice... I Wonder” strategy as the students solve the problem with the teachers support.
VI. TSW then be given this worksheet where students get into pairs and begin to work through the problems.
VII. TSW come together at the end, and share answers with the whole group. They will talk about the worksheet, and how it relates to
real world problems.

Vocabulary:
Improper fraction- Numerator is greater than the denominator.
Multiplicative Inverse-a number that when multiplied by the given number, gives 1 as the product, or reciprocal of a number.
Proper Fraction- the numerator is smaller than the denominator.
Simplest Form-smallest possible equivalent fraction of the number.
Unit Fraction-any fraction with 1 as its numerator and a whole number for the denominator
Denominator- the bottom number on a fraction.
Factors-number that can be multiplied to create a specific number I math.
Numerator- the top number on a fraction.
Whole number- positive number that does not include a fraction, decimal, or zero.

ELABORATE: Applications and Extensions:

Day 1:
I. TSW play a game from pinkcatgames.com.
 II. TSW get into groups of 6. They will be given a white board, a marker, and a tissue.
III. TSW work with their teammates to solve the questions on the board. When it’s their groups turn to answer their question, they will
raise their hand/shout out a predetermined noise etc. once they have a final answer and move their team forward one in the race if
correct.
IV. There are example pictures and videos of the game available here in order to see how it would work.

Day 2:
I. TSW be given a bag with sheets of cut up paper . The cards will have different problems, or pictorial representations.
II. TSW individually sort out their cards to match the math equation to the model.
III. After about 15 minutes, TTW have the students turn to their partners and discuss their answers. This should allow students to gain
insight into how other students have solved the problems.
IV. TSW then go over the answers in a whole group setting by sharing their answers and the reason they used specific strategies.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

Day 1:
JIT- Students will be first formatively assessed by taking the JIT warm-up. This will serve the purpose to gain insight into what students
know, what their prior knowledge is regarding the standard, and will act as a predecessor to what happens on the first day of the lesson.

Day 2:
Sorting activity- This will be a formative assessment to understand where students are, and how comfortable they are using the models. The
activity relies heavily on the models by having students match them up, so it will give insight into how the drawing strategy is working for
the students.

Day 4:
Worksheet- The worksheet will serve to formatively assess where students are at this time in the lesson. This is a few days before the
scheduled end of the lesson, so it will serve to see how close student are to mastering the concept.
Discussion- Students will be formatively assessed during the discussion, as the teacher will listen to the solutions the students come up with
and decide where students are with the material. By asking probing questions the teacher will be able to understand where most of the class
sits with the material.
Summative Assessment (Quiz / Project / Report) (Include a rubric):
Day 5:
Quiz: At the end of the lesson, students will take a quiz in order to demonstrate their ability to solve single step problems with models. The
quiz will have 7 questions (the final question has 3 parts and count as 3 separate questions) which count for 5 points each, making the quiz
worth a total of 50 points. Students will be graded based on their understanding of the math knowledge, such as understanding the problems
concepts and principles; the strategic knowledge, such as the problem-solving strategy and information they used to solve the problem; and
the communication, such as whether they demonstrated knowledge of diagrams or explanations of their answers when it is required. Students
will be graded based on this rubric which explains that more in depth.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
o Many of the activities have opportunities for students to use manipulatives alongside the pictorial representations if
needed. Students can have the same concepts demonstrated, but they work with unit fractions before graduating to more
complex fractions. Using the Problem-solving template to give students hints as to what they need to solve the problem.
 ELL
o The problem-solving template would also be helpful to ELL learners as it will have visuals and reminders for them to
look over in case, they get stuck. Since this unit works heavily on word problems, it is important there are resources there
for students, like vocabulary sheets translated for them in their notebooks, or having worksheets translated in their home
language underneath the English questions to help connect the concepts.
 Gifted learners
o Many of the problems are built so that students can approach them at different levels and still gain something, such as the
summative assessment where students can use information outside the strategies to solve problems. There are a few
assignments where students can have extra practice after the lesson.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
o I will evaluate based on how students respond to the activities, and if they are excited to work with each other. I will
review myself via the worksheets that are presented and using that to understand what I may need to reteach or develop
more in class. After each formative assessment, the data collected will allow me to know what students are having trouble
with so I can change the instruction. The summative assessment will also help to get a good understanding of where
students stand with the topic after all the teaching is done.
 Where might/did learners struggle in the lesson?
o Some students might struggle in regard to the inverse property, and they will multiply fractions numerator and
denominator by the whole number, which should result in additional support and discourse about strategies to use
for problems. Students might also struggle with the engage phase, however that would be purposeful as students
 need to struggle in order to activate the critical thinking needed for new problems to form into their schemas.
Within the discussions, students might be fearful of wrong answers or standing out at first, which is why creating
an environment where students feel safe to share answers is important before discussion begin.
 How can the lesson be strengthened for improved student learning?
o I think the lesson could be strengthened with more practice, so perhaps adding another day during the explaining phase.
The students may need more time to practice solving with the pictorials, learning the strategies, and having practice
solving problems.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
o I believe it did. The students had a lot of time to interact with one another. They had many opportunities to not only work
with but learn from one another. The discussions would allow for different student’s voices to be heard in the classroom.
The lesson is very student centric, where they are mostly working with each other to solve the problems, rather than listen
to the teacher lecturing.