EEI Lesson Plan Template - Scaffolded
Name: Kristin Ingram
Subject: Math
Components
1 Content Standard:
Choose ONE standard. Be
sure to write out the entire
standard, not just the
number.
2 Learning Objective:
Choose ONE
objective that leads
toward mastery of the
standard
Must be specific,
measurable, and
realistic.
Must have at least two
parts: learning and
behavior
3 Mathematical Practices:
Choose the standards of
mathematical practices that
will develop and use
throughout the lesson.
4 Anticipatory Set:
Sometimes called a
"hook" to grab the
student's attention
Focuses student
attention on the
objective and the
purpose of the lesson
Activates prior
knowledge
Requires ACTIVE
PARTICIPATION
from ALL learners
5 Teaching-Input:
Using effective and varied
strategies, the teacher
provides information for
students to gain the
concept, strategy, or skill
(vocabulary
introduction/development
would also be appropriate
here).
Pima Course: EDC271
Topic: Multiplication Grade Level: 5 Duration: 45
as Scaling
Description of Plan
CCSS.Math.Content.5.NF.B.4.b
Find the area of a rectangle with fractional side lengths by tiling it with unit squares of
the appropriate unit fraction side lengths, and show that the area is the same as would be
found by multiplying the side lengths. Multiply fractional side lengths to find areas of
rectangles, and represent fraction products as rectangular areas.
SWBAT use tracing paper models to explain the product of two fractions.
CCSS.Math.Practice.MP5 Use appropriate tools strategically.
Students will have whiteboards out. I will pose a problem for the students and say that 5
we are going on a field trip of us are going to be getting bagged lunch to bring from
the cafeteria and 1/3 of those students will be getting turkey sandwiches. How many
students will be getting turkey sandwiches in their bagged lunches? (There are 24
students that will be going on the field trip)
I will give students a few minutes to brainstorm with a partner and think about how to
solve this problem. They will use their whiteboards to write down key information and
draw models to support their thinking.
I will then open it up for table groups to share their thought processes with each other
and I will help the groups that may need assistance.
We will refer back to our anticipatory set question and I will ask the students, how we 5
solve this problem using multiplication with our fractions? Can you write 1/3 of as a
multiplication problem? I will give students a moment to discuss and see if they come up
with the same answer. They will use their white board to explain their thinking.
We will come back to a group discussion and conclude that we could use the
multiplication product of 1/3 x to solve this question. I will let the students know that
we can use models to help us solve multiplication problems involving fractions.
The students will review the following vocabulary words that are listed on our math
word wall:
- Fractions
- Factors
- Product
- Numerator
- Denominator
- Models
We have six tables, so I will assign each table a word. They will review their assigned
word at their tables and have one person in each group share with the class the definition.

6 I will let the students know that we will be using tracing paper and models of fractions to
Teaching-Modeling:
Demonstrate and show
examples of what students
are expected to do (how to
solve the problem, answer
the question, do the
activity etc.).
7 Check for Understanding
Various strategies that for understanding. Their white boards will be a constant check for understanding, as they
are ongoing
throughout the entire
lesson.
Enables teacher to pulled to begin the guided practice with me, and which students may benefit from peer
determine whether
ALL students have
"gotten it."
8 Guided Practice:
An opportunity for each
student to demonstrate new
learning by working
through an activity or
exercise with the teachers the room to assist. Their finished products will look something like this
guidance.
EEI Lesson Plan Template - Scaffolded
10
be able to solve multiplication problems. I will refer back to our anticipatory set question
and write 1/3 x on the board. I will take two full sheets of tracing paper and put them
under our document camera so students can get a better look at what I will be modeling.
I will ask the students, how can I divide my first paper into thirds? They will draw their
response on their white boards. I will then draw three vertical lines on my tracing paper
to model what they drew. I will ask the students, how do I shade in one third? They will
shade in one third on their white boards and I will do the same on my tracing paper with
a red color.
I will then take my next piece of tracing paper and ask the students the same questions
how do I divide this paper into halves and how do I represent one half of this square
using shading? I will divide my paper into two using horizontal lines this time. I will
color in one half of the paper accordingly using a different color, blue. I will show them
my two tracing papers again and the students will confirm using a thumbs up or thumbs
down that my two sheets of tracing paper represent 1/3 and accordingly. I will then put
the two tracing papers on top of each other. We will count together how many new
sections are on the square there will be six. (I will make sure to let students know that
when they layer their tracing paper sheets on top of each other, one must have vertical
lines and one must have horizontal lines. They will show me with their arms what a
vertical line is and what a horizontal lines is.) We will then count what fraction of
squares are shaded with both the red and the blue color. We will count 1 out of the six
new total squares, giving us an answer of 1/6. We will then complete the multiplication
problem on the board, multiplying our two numerators together and our two
denominators together. We will confirm that we get 1/6.
I will let students know that they will be using tracing paper today, just like I did, to
model multiplication of fractions. Students will give me a fist to five, showing their
levels of understanding. If they have a fist, 1 or 2, they will meet with me at our small
group lesson table to begin the assignment. If they have a 3 or 4, I will ask them to find a
partner to begin the assignment and I will see if peer collaboration will help them
develop their understanding. If they have a five, they may begin the assignment on their
own or work with a partner if they wish.
I will give the students 10 sheets of small square tracing papers and I will let them know
that they will use these to model their multiplication problems. I also will have a half
sheet to hand out that has there problems on there there will be five total problems to
complete (I will have three differentiated versions of problems). They will draw their
models on the tracing papers and tape them together when finished and write their
answers on the handout. They will revoice these instructions to each other.
During the teaching input and the modeling, I will give many opportunities for checks
are constantly using them to answer questions and follow along throughout the modeling
portion of the lesson. I will also check their understanding of horizontal and vertical lines
using arm motions. The fist through five will help me to gauge which students may need
collaboration. They will also have an opportunity to revoice the instructions to each other
so that they know what they will be doing.
Students will each get a half sheet that has their problem set and they will receive 10 20
small squares of tracing paper. They will also get black markers and two different
colored markers or crayons. They will draw models for each of their multiplication
problems. I will meet with my students first who gave me a fist, one, or two fingers and
we will do the first problem together. I will then let them complete the remaining four
problems on their own if they have a better understanding, while I circulate throughout
 EEI Lesson Plan Template - Scaffolded

:
(Found on http://www.teachingwithamountainview.com/2013/04/multiplying-
fractions.html)

9 Closure: I will hand out notecards to each student and they will complete a 3-2-1 activity. On one 5
Actions or statements side of the notecard, they will write three things they think are important to remember
made by teachers when multiplying fractions, 2 real life scenarios where they may have to use fractions or
AND students that multiply fractions together, and 1 reason why they think drawing models helped them to
summarize lesson better understand multiplying fractions. On the other side of the notecard, they will rank
objectives. their understanding from a 0-5. This will help me to gauge whos understanding
Essential for helping improved throughout the lesson and who still may need additional help.
students integrate
ideas, make sense out
of what has just been
taught, and to improve
their chances of
retention and transfer.
10 Independent Practice: The students will complete 4 problems in their weekly math homework sheet that require
AFTER proper closure, it them to multiply fractions and draw a model. Their homework is one sheet with four
is important to provide vertical strips one for Monday Thursday, and each night they have a few review
time for additional problems and a few problems to reinforce new concepts.
practice. It may be group
or individual work in class
or it might be homework.
11 Assessment & I will differentiate the problems that students have based on who has a really strong
Differentiation Options understanding of these concepts and needs a challenge, and who needs additional help.
How you will reach See section 13 for the three different problem sets I will assign students.
diverse learners by varying I will also differentiate the process by allowing some students to begin their guided
the: practice with additional help from me, working through the first problem.
Content All students, no matter if they are multiplying times or 4/7 times 3/8 will be able to
Process produce models of their problems, demonstrating their understanding.
Product
12 21st Century Learning: Students must use critical thinking, especially when considering the mathematical
Includes technology as practice focus we have throughout this lesson, which is to use mathematical tools
well as the 4 Cs: Critical strategically. Students must connect their understanding of how to multiply fractions to
Thinking, Creativity, their new understanding of why we multiply fractions and how it works.
Collaboration, and Students will be able to collaborate and communicate with each other throughout the
Communication. entire lesson. There are many opportunities for partner sharing, and students can work
collaboratively on their assignment.
13 List of Materials, Handouts and other Supplemental Documents:
Problem Set Version 1 (Students who may need additional support)
1. x 2/5
2. x 1/5
 EEI Lesson Plan Template - Scaffolded

3. 2/3 x
4. x 1/6
5. 1/3 x

Problem Set Version 2 (Students who have a good basic understanding)

1. 2/3 x 4/5
2. x 5/6
3. 3/5 x 5/9
4. 2/3 x 5/8
5. 1/3 x 2/5

Problem Set Version 3 (Students who need an additional challenge)

1. x 7/8
2. (2/3 1/3) x 4/9
3. 6/7 x 5/9
4. (4/5 ) x 3/4
5. (1/2 3/8) x 3/7

Homework Problems
1. 1/7 x 2/3
2. x 3/5
3. x 3/7