Math Lesson Plan

Name: Joseph Giron Grade Level/School/Mentor:

4th Grade
Westminster College
Anticipated Time Frame: Date: 11/19/2018 Lesson Title: Understanding Multiplying
30 mins Fractions

1. Establish the Lesson’s Connection to Standards and Purpose

Big Idea (What is the fundamental mathematical Essential Question (What is the focus
idea that is important to this lesson?): question for this lesson?):

Understand a multiple of a/b as a multiple of 1/b, and use this How are fractions like whole numbers?
understanding to multiply a fraction by a whole number.

Prior Knowledge: Content Standard(s): Upcoming:

Utah Elementary Math Core Guides
or CCSSM

Standard 4.NF.3-4 Standard 4.NF.4 Standard 5.NF.3-4

Build fractions from unit fractions by Extend Previous Understandings of Apply and extend previous understandings of
applying and extending previous Multiplication to Multiply a fraction by a multiplication and division.
understandings of operations on whole whole number.
numbers

Learning Goal(s) (Written in learner-friendly Mathematical Practice Standard(s):

language): [Highlight the CCSS Math practice standard(s) of
focus.]

Mathematical Learning Intentions: 1. Make sense of problems and 5. Use appropriate tools
persevere in solving them. strategically.
Students will use a number line to represent fraction 2. Reason abstractly and 6. Attend to precision.
multiplication. quantitatively. 7. Look for and make use of
Language Learning Intentions: Students will learn 3. Construct viable arguments structure.
and analyze the reasoning of 8. Look for and express regularity
the definitions of unit fraction, non-unit fraction, others. in repeated reasoning.
whole numbers, numerator, denominator, and 4. Model with mathematics.
product.
Social Learning Intentions: Success Criteria How will students demonstrate
Students will practice working in pairs during understanding of the mathematical learning goal(s)?
classroom activity. (Written in student voice.):

I will be able to use a number line to help

me solve multiplication problems with
fractions and whole numbers.
Purpose:
X Conceptual Procedural Fluency Transfer Other
Understanding

Task (attach handouts):

18 FA Math Methods
 Materials (representations, manipulatives, technology):
Teachers:
Expo Pen
White Board
Students:
Math Journals
Rulers (optional)
Writing Utensil
Misconceptions or Common Errors:
Students may fail to understand that a fraction multiplied by a whole number will be a
number larger than the fraction but smaller than the whole number.
Students may multiply the whole number by the nominator and denominator of the fraction.

Format:
X Four-Part Lesson Game Format Small-Group Instruction

X Pairs Learning Centers Other

Gearing Down—Scaffold Gearing Up—Elaborate/Extend

What will you do if your lesson, as planned, turns out too advanced for Create question/tasks to move the learning forward for students
some of your students? How can the lesson be modified (on the spot) for who are ready to advance beyond the learning objective.
these students? What questions might you pose to scaffold student
learning?

I will increase scaffolding by increasing guided Students who finish early have the option of
practice for students who are having trouble. I creating their own multiplication problem
will simplify choose smaller whole numbers if using a unit fraction and whole number, or
necessary. they can attempt a multiplication problem
Ex: 1/5 X 7 ! 1/5 X 2 with non-unit fractions.
Ex: 2/4 X 2
Access for All:
Informal: I will listen to conversations between pairs during pair work.
Informal: I will assess student responses during lections.
Formal: I will assess student participation and performance on the class activity.
Formative Assessment:
Worksheet about unit fraction and whole number multiplication

2. Plan for Introducing and Guiding the Lesson

Outline the sequence and content of the activities in a step-by-step format. Each segment should address what the teacher does
to engage students, prepare students for working independently or in small groups, and orchestrate reflective thinking; each
segment should also describe how the students actively engage with the math. Each segment should be detailed enough to
communicate a strong sense of how you see the lesson unfolding. Use the notes/connections column to articulate connections to
math talk, questions, how the students will be involved in the math practices, transition ideas, and other helpful ideas.

18 FA Math Methods
 Instructional Sequence Other
Considerations
vocabulary, materials,
processes, notes

18 FA Math Methods
 Enga Vocab:
1. Engage and LAUNCH Engage: Whole Number
ge Your instruction in this part of the By now, students already know how to Materials:
and lesson should focus on building use number lines to multiply whole Math Journals
understanding and checking for Instruction:
LAU student understanding of what they
numbers. Whole Class Instruction
NCH will do during the explore/do part of I will have multiplication problems
Spark the lesson. along with number lines.
curios
ity . . Me: Who can tell me what these are?
Connecting to Prior Knowledge:
. Presenting the Challenge - I will point at the number line.
Invite Students: They are number lines.
stude Approximately 10 minutes.
Me: Exactly! What are they used for?
nts to
do Students: They help us solve
math! multiplication problems.
Me: Yes. Would anyone care to come
up and show the class how to graph
this multiplication problem using a
number line?
One student will then be chosen to
come up to the board and solve one of
the problems using a number line as a
visual representation.
Me: Wonderful work! Who feels
confident about using number lines for
multiplication problems?
Hopefully, most of the class will raise
their hands.
Launch:
By now, students will know the parts
of a fraction. They will know how to
add, subtract, and draw visual
representations with them. Now, you
will have them multiply them using a
number line to help.
- I will write down a
multiplication problem with one
whole number and a fraction.
Me: I am glad you are feeling
confident because I have something
new for us to do.

I expect students to be a little

concerned.

Me: Students, when I say go, table

captains will come up and collect
enough worksheets for their group
members. Go
Me: When I say go, I want you to work
in pairs to try to figure out how to
solve these problems using a number
line. Afterwards, we will talk debrief.
18 FA Math Methods
Go
 FACI 2. EXPLORE/DO MATH Students will now be working in pairs. Vocab:
Numerator
LITA They will have a worksheet with Denominator
Your instruction in this part of the
TE lesson should focus on facilitating multiplication problems between Material:
Math Journal
EXPL greater student responsibility for whole numbers and unit fractions.
their learning and supporting
ORE/ productive struggle.
I will be walking around and asking
DO questions as they work together.
MAT Providing for Individual Need Me: Why did you place this fraction
Planning for the Share/Discuss
H here on the number line?
Suppo Approximately 10 minutes. If needed, I will use some guided
rt
produ questions.
ctive Me: What is this whole number in
struggl
e!
fraction form?

CL 3. DISCUSS/ I will stop the class, and we will enter

OS SUMMARIZE: our debrief stage where I will clear up
UR Your instructional focus in this part any misunderstandings. But first, I will
of the lesson is to support discussion
E to make the mathematics explicit. ask students to share their work.
Orches Me: Who would like to share their
trate Orchestrating the Discussion:
sharin Making the Math Explicit
work with the class?
g& Orchestrating the Discussion: I expect to get a few hands up, and I
highlig
ht
Encouraging Participation will choose three students to share
take- their work on the white board.
away. Approximately 10 minutes
I will point out things that were done
correctly, and I will ask the student to
explain their reasoning to the class.
Me: This number line looks great. Why
did you write your fractions like this?
If there are any misunderstanding, I
will guide their thinking.
Me: Does anyone remember what the
top number is on a fraction?
Me: Does anyone remember what the
bottom number of a fraction is?
Me: What does a numerator tell you?
Me: Let’s plot that on a number line.

18 FA Math Methods
 4. REFLECT:
How will you close the lesson so that
students are clear what to “take
away” from the lesson? Leave
Residue! How will you circle back to
the main learning intentions? Do you
want to use an exit task, journal
entry?
Approximately 5 minutes.
Me: number lines can be a useful tool Process:
Exit Ticket Task
for us to use when we multiply
fractions because they show us what is
happening in the problem. But they do
require practice. Now that we know
how to do these problems, we will do
some independent practice.
Remember, we are learning something
new. If you have any questions, do not
hesitate to ask.
I will pass out another sheet with
similar questions.
Me: As an exit ticket, I would each of
you to complete the first 5 problems
on this worksheet.

Task Analysis for Problem-Solving Lesson

Name:
THE TASK

Do the Math: How would I solve the problem?

1. Check your understanding of the problem. Can you restate it in your own words? Are there
certain details that are essential to keep in mind? Are there other questions that might be
helpful to ask before deciding on a plan?
2. Devise a plan. Think about different ways that you might be able to solve the problem.
Decide on a pathway.
3. Carry out your plan. Try out the plan, monitoring and keeping track of what you are finding.
4. Verify your plan. Did your plan lead you to a correct answer? How do you know? Do you need
to modify or adjust? Is there another way to do or represent the problem that you could try?
5. Next steps. Is there a way to ask a next question? Did you find a way to generalize your
findings?

Analyze the Task: Is this problem a good fit for the math I want students to learn?

1. Describe the nature of the task. To what extent is the activity a worthwhile high-level math
task?
2. In what ways does the task build on students’ previous knowledge? What are the language
demands of the task?
3. Are there multiple entry and/or exit points? Are there multiple ways for students to
demonstrate understanding?
18 FA Math Methods
 4. How likely is it that the task leaves “residue?” Does the task require student reflection,
justification, and explanation?
5. If you consider this task the “tip of the iceberg,” what might you find if you go below the
surface? Go deeper . . . investigate and play with the problem further to see what other
math you can uncover. Can you find other representations (table, graph, concrete, . . .) that
might lead to other mathematical areas to explore? Are there related questions that might
take you to more math that is embedded in the task?

Anticipate Student Thinking: How might students react?

1. Explain what a student at your grade level needs to know and/or understand to solve the
problem. Remember, they don’t know what you do!
2. What are your expectations for students as they work on and complete this task? What tools,
mathematical practices, or technology will they utilize to enhance student-to-student
discourse?
3. How might students solve the problem correctly? Incorrectly?
4. What mathematical tools might be helpful? What should/could be written down or recorded?
5. What misconceptions or struggles might emerge? What errors might students make?

Planning Guide

Mathematical Goals and Focus Question

• What is the fundamental mathematical idea that is important to this lesson? (Primary learning goal)
• What are some secondary mathematical goals that may arise?
• What is the Focus Question (Essential Question) for this task?
• What is the relationship between the goals, the focus question, and the questions in the task?

1. Engage and LAUNCH

Your instruction in this part of the lesson should focus on building understanding and checking for student
understanding of what they will do during the explore/do part of the lesson.

Connecting to Prior Knowledge:

• What prior knowledge will students need to do the task?
• How can I connect to previous problems or knowledge?

Presenting the Challenge

• How will I prepare students to work on the task(s)?
• Do I need to introduce any contextual information? Any mathematical information?
• How can I keep from giving away how to do the problem?
• How will I have students share their learning from the explore/do part of the lesson?
• How will I check for learner readiness of what they will do next individually, in partnerships, or in small
groups.

18 FA Math Methods
 2. EXPLORE/DO MATH
Your instruction in this part of the lesson should focus on facilitating greater student responsibility for
their learning and supporting productive struggle.

Providing for Individual Needs

• What is the most effective student arrangement for this problem?
• How will students know what materials to use and where to get them?
• What are different strategies that I anticipate students using?
• What struggles do I anticipate?
• What questions might I ask to:
--Stimulate thinking and reasoning? Encourage student conversation and sharing of ideas?
--Focus thinking if students are off-task or become frustrated?
--Help students sort out the ideas? How will I scaffold without lowering the mathematical task?
--Make students probe further into the mathematics if the initial question is “answered”?
--Check for understanding?
--Extend their learning?

Planning for the Share/Discuss

• What progress should all students make on the mathematical goals before I end the Explore/Do?
• How will I keep track of student thinking and strategies?
• How will I transition the class from the Explore/Do to the Summary of the lesson?

18 FA Math Methods
 3. DISCUSS/SUMMARIZE:
Your instructional focus in this part of the lesson is to support discussion to make the mathematics
explicit.

Orchestrating the Discussion: Making the Math Explicit

• What are the key questions that maximize the mathematical opportunities in the problem?
• What concepts, processes, or strategies need to be emphasized?
• What ideas do not need closure currently?
• Are there definitions or strategies that need to be generalized?
• What question(s) could I ask to check for understanding? To connect their thinking to prior learning?
• What will I count as evidence that my students can sufficiently answer the focus question?

Orchestrating the Discussion: Encouraging Participation

• How will I have students share what they have learned?
• What questions can I ask to:
--Get students to talk about what they have made sense of?
--Help students clarify their thinking and justify their reasoning?
--Have students show mathematical misconceptions so the whole class can address them?
• How can I help students to:
--Listen to and appreciate each other’s thinking? Challenge ideas that are incomplete/not clear?
--Take not of the essential idea for future reference?

4. REFLECT:

How will you close the lesson so that students are clear what to “take away” from the lesson? Leave
Residue! How will you circle back to the main learning intentions? Do you want to use an exit task, journal
entry?

18 FA Math Methods
18 FA Math Methods
 Math Lesson Plan
Name: Grade Level/School/Mentor:

Anticipated Time Frame Date: Lesson Title:

1. Establish the Lesson’s Connection to Standards and Purpose

Big Idea (What is the fundamental mathematical Essential Question (What is the focus
idea that is important to this lesson?): question for this lesson?):

Prior Knowledge: Content Standard(s): Upcoming:

Utah Elementary Math Core Guides or
CCSSM

Learning Goal(s) (Written in learner-friendly language): Mathematical Practice Standard(s):

[Highlight the CCSS Math practice standard(s) of focus.]

Mathematical Learning Intentions: 1. Make sense of problems and 5. Use appropriate tools
persevere in solving them. strategically.
2. Reason abstractly and 6. Attend to precision.
Language Learning Intentions: quantitatively. 7. Look for and make use of
3. Construct viable arguments and structure.
analyze the reasoning of others. 8. Look for and express regularity
Social Learning Intentions: 4. Model with mathematics. in repeated reasoning.

Success Criteria How will students demonstrate

understanding of the mathematical learning goal(s)?
(Written in student voice.):

Purpose:
Conceptual Understanding Procedural Transfer Other
Fluency

Task (attach handouts):

Materials (representations, manipulatives, technology):

Misconceptions or Common Errors:

Format:
Four-Part Lesson Game Format Small-Group Instruction

18 FA Math Methods
 Pairs Learning Centers Other

Gearing Down—Scaffold Gearing Up—Elaborate/Extend

What will you do if your lesson, as planned, turns out too advanced for Create question/tasks to move the learning forward for students who
some of your students? How can the lesson be modified (on the spot) for are ready to advance beyond the learning objective.
these students? What questions might you pose to scaffold student
learning?

Access for All:

Formative Assessment:

2. Plan for Introducing and Guiding the Lesson

Outline the sequence and content of the activities in a step-by-step format. Each segment should address what the teacher does
to engage students, prepare students for working independently or in small groups, and orchestrate reflective thinking; each
segment should also describe how the students actively engage with the math. Each segment should be detailed enough to
communicate a strong sense of how you see the lesson unfolding. Use the notes/connections column to articulate connections to
math talk, questions, how the students will be involved in the math practices, transition ideas, and other helpful ideas.

Instructional Sequence Other

Considerations
vocabulary,
materials,
processes, notes

Eng 1. Engage and

age LAUNCH
and Your instruction in this part of
LA the lesson should focus on
building understanding and
UN checking for student
CH understanding of what they will
Spar do during the explore/do part
k of the lesson.
curi
osit Connecting to Prior
y.. Knowledge:
. Presenting the Challenge
Invi
Approximately _____ minutes.
te
stud
ents
to
do
mat
h!

18 FA Math Methods
 FA 2. EXPLORE/DO
CIL MATH
ITA
Your instruction in this part of
TE the lesson should focus on
EX facilitating greater student
responsibility for their learning
PL and supporting productive
OR struggle.
E/
Providing for Individual Need
DO Planning for the Share/Discuss
MA
Approximately _____ minutes.
TH
Supp
ort
prod
ucti
ve
stru
ggle!

CL 3. DISCUSS/
OS SUMMARIZE:
UR Your instructional focus in this
part of the lesson is to support
E discussion to make the
Orch mathematics explicit.
estr
ate Orchestrating the Discussion:
shari Making the Math Explicit
ng & Orchestrating the Discussion:
highl Encouraging Participation
ight
take
- Approximately _____ minutes.
away
.
4. REFLECT:
How will you close the lesson so
that students are clear what to
“take away” from the lesson?
Leave Residue! How will you
circle back to the main learning
intentions? Do you want to use
an exit task, journal entry?

Approximately _____ minutes.

18 FA Math Methods