Running header: LESSON PLAN 481

Lesson Plan: Preemptive Questions, Detailed Lesson, and Reflection

Caitlyn Hinnerschitz

EDEL 481 – Dr. Scott

Coastal Carolina University

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Preemptive Questions

Evaluation

Students will demonstrate mastery of the objective by completing a five-question exit slip

on the database called Go Formative before leaving the classroom at the end of the lesson. The

first measure that I will implement to tell myself if each student learned and understood the

content taught is to formatively assess the students’ dispositions and responses during the lesson

when questioned. I will implement probing questions that will require students to elaborate and

justify their responses to indicate to me their thinking regarding the problem being solved.

Students will also demonstrate an understanding of the content by completing at least four out of

the five exit slip questions correctly. The key components that I will be looking for in students’

work are successful shading-in of the two fractions represented, the correct final products of the

two fractions being multiplied together represented by the shading, and whether the correct

fraction equation has been identified that corresponds to the area model. I will know if the lesson

was successful if the majority of the class receives an eighty percent or higher on the exit slip (at

least four out of the five questions). I will assess how the lesson will positively impact student

learning by again paying close attention to the students’ dispositions regarding the content and

their ability to apply what has been learned in either a real-world setting (such as a quilt in the

task presented) or to the content that will be addressed in their next math lesson.

Technology

Each student will be equipped with a personal learning device: an iPad. After introducing

the topic, students will go to the website entitled PBS Learning Media and complete the
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interactive activity called “Area Models for Multiplication of Fractions.” While completing the

Quilting Pieces activity in the lesson, the students will take pictures of the area models created

for each of the two parts and share them with the whole class via the application called Seesaw.

By posting their pictures on this application, the teacher can assess the content knowledge of the

students and share it with others. The teacher may also use incorrect responses, unanimously, of

course, to clear any misconceptions. In addition to using the Seesaw application to turn in

pictures of their area models, the students will also complete an exit slip on Go Formative. Go

Formative is a database where teachers can assign problems and grade it on the website. The

website keeps track of the students’ progress and provides progress sheets that can be printed.

These progress sheets offer valuable data that can be shared with parents during conferences and

team members.

Research/Evidence of student learning

Through this course and our assigned readings, I have learned a lot about teaching

through problem-solving versus about it. I plan to integrate situations in which students will be

allowed to “let go,” and problem solve on their own collaboratively with peers. I will implement

this in my lesson through the Quilting Pieces activity. Through the research provided in our

textbook, I have learned the value of productive struggle and learning through our mistakes. I

plan to use this in my lesson by engaging students in tasks that require high cognitive demand

(the Quilting Pieces activity) and holding discussions about the strategies used to find solutions. I

will use data to monitor students’ progress by printing out the performance sheets from Go

Formative. As the students are grasping a firm understanding of the content (multiplying

fractions using area models), I expect to see the scores rising in the database. It is important to

note that I will record the grades in PowerSchool to document student growth. I will assess
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individual and group performance by looking at previous scores from adding and subtracting

fractions, computing equivalent fractions, and finding the area of rectangles on both the

databases as well to identify points of strengths and weaknesses to help me design or modify my

plan. After looking at the data, I will group students by academic abilities, language needs, and

social dynamics; this process of grouping is formally known as flexible grouping, which is not to

be confused with ability grouping. I will also observe the overall personality or quality of the

class as a whole as well. For example, I know that Mr. Brown’s first block is very chatty and

antsy, so I will make sure to incorporate effective collaboration and engaging activities to keep

them focused during the lesson. Being that it is a fifth-grade class and observing the students for

the past four weeks, I know that the students are cognitively and physically capable of

completing the activities I have brainstormed for the lesson. During Mr. Brown’s third block

math, he has five English Language Learners; the range of English varies among the students

from mastery to almost none. I will plan to have keywords translated into their native language

to deepen understanding and make more connections.

Differentiation

The first way that I differentiated my lesson was by having manipulatives readily

available for students to use. For example, I had grid paper and copy paper available so that the

students could fold the paper to tangibly represent the area model themselves if they wished

opposed to shading it in their notebook paper. Students were also able to use the interactive

activity for on PBS for support as well. I differentiated the process by asking open questions in

the “during” section of the lesson. For example, instead of giving students the equation of the

shaded in area of the model, I asked students to create a fractional equation that represents the

portion of the grid shaded and provided justification for it during the Quilting Pieces activity. I
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also asked students open questions during the “after” portion of the lesson when I asked students

to share their knowledge and strategies with others for figuring out their answers. For the

Quilting Pieces activity, I had two separate versions of the prompts; the first prompt was

intended for the English-speaking students and the second prompt was intended for English

Language Learners. This would be called a tiered lesson because the problems were very similar,

they were simply just adapted to meet the range of learners. During the presentation portion of

the lesson, I made sure that I had distributed a copy of the notes the ELL students with

translations on it identifying keywords such as area model, horizontal, vertical, factor, product,

dimension.
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Lesson Plan EDEl 481: Caitlyn Hinnerschitz

Title: Area, Area, Let’s Multiply Some Fractions!

Date: February 20, 2019

Topic Addressed: Multiplying Fractions Using Area Model Arrays

SC Standard and Objective:

Standard 5.NSF.4: Extend the concept of multiplication to multiply a fraction or whole

number by a fraction.

Objective: Students will be able to illustrate the product of at least four fractional
multiplication problems using an area model.

Materials Needed:

 Computer with internet access

 A personal learning device for each student

 Sheets of copy paper for each student to complete the folding activity

 Pencils and colored markers

 Grid paper for students who need extra support

 Access to PBS Learning Media to use “Area Models for Multiplication of Fractions”

interactive activity

o https://scetv.pbslearningmedia.org/resource/mgbh.math.nf.fracmultmodel/area-

models-for-multiplication-of-fractions/
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 Let’s Eat Some Cake early finishers activity sheet

Time: 7:40-9:35 A.M.

Introduction: (5-10 minutes)

“Good morning students, I am so very excited to teach you all this morning about one of

my favorite math concepts: fractions! I know that you all have been learning about adding and

subtracting fractions and finding equivalent fractions with Mr. Brown over the past few weeks.

What is a fraction? (Students will answer a numerical quantity that is not a whole number.) Very

good, now let’s review what we have already learned! We are going to think pair and share with

our shoulder partner everything we can remember about fractions. You will have one minute to

think to yourself, one minute to team up and talk to your partner about what you remember, and

then we will come back together as a whole class to discuss what we remember about fractions.”

(Students will then perform think-pair-share Kagan strategy to elicit prior knowledge about

fractions) “Wow, you all have some great memories. All of your knowledge about fractions is

going to be used today because we will be learning how to multiply fractions using area models.

It is important that we learn how to multiply fractions using an area model because it allows us to

see the actual fraction and it develops our fraction sense. Before we get started let’s review how

we get the area of a rectangle. Can anyone tell me what we are finding when we find the area of

an object?” (Student will answer we are finding the amount of space an object takes up by

multiplying the length times the width of the object) “Very good, now that we have reviewed and

brought our prior knowledge our let’s get started!”

During: (40 minutes)

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*The content in this section of the lesson will be displayed via PowerPoint. The PowerPoint is

attached after this section. ELL students and learning-disabled students will receive a copy of

the presentation with key sections, words, and concepts highlighted, and a translation card. *

1. The teacher will first start by reviewing the following terminology: area model, horizontal,

vertical, factor, product, and dimension.

2. To introduce the content to the students, the teacher will have them take one blank sheets of

copy paper that has been distributed to them before the lesson. The teacher will tell them that

they are going to make their own visualization of a fraction. The teacher will have them fold

the paper horizontally twice to make four columns and then open the paper back up. The

teacher will then ask students “What fractions can now be represented by the grid created on

the paper?” The students will respond (1/4), (2/4), (3/4), and (4/4). Then students will fold

the paper twice vertically. The students should end up with a total of sixteen small boxes.

The teacher will ask the students how many boxes are represented now. They will respond by

stating “16!” The students will label the bottom the length and the left side the width. The

teacher will instruct the students how to place tick marks along the bottom of the area model

and explain how we are working with units less than one. The students will place the tick

marks ¼, 2/4, ¾ 4/4 along both the bottom and the top where the indents are in the paper

from folding. Students will then shade in ¼ vertically in one column and ¼ horizontally in

another column. The teacher will then ask students what portion of the diagram has been

shaded twice. Students will answer “(1/16).”

3. The teacher will ask students what fraction multiplication problem is being represented by

the model. The students will answer “(1/4) times (1/4)” The students will then write the

equation in the middle of the area model. The teacher will ask the students how this relates to
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the area formula of a rectangle. Students will answer “We multiplied the length of (1/4) by

the width of (1/4), which is the area formula of a rectangle A=L*W. After shading in and

multiplying the two fractions, we found the area of (1/16).” The teacher will then ask

students “How did you know what section of the grid represented the area?” The students

will respond “I knew that the portion of the grid where both of the fractions met or the

portion that was shaded twice was the area. So, the area of this problem was (1/16).” The

teacher will also remind students that when multiplying fractions, one does not need a

common denominator. The teacher will also remind the students that they must multiply

across both the numerator and the denominator.

4. After introducing the topic, the students will go to the website entitled PBS Learning Media

and complete the interactive activity called “Area Models for Multiplication of Fractions.”

Once students have reached the website and the specified interactive activity, they hit the

launch button and then hit the start button. The teacher will walk the students through the

first problem modeling their thinking and reasoning to students. The students will complete

the second and third problems in pairs with their shoulder partners.

Problem 1:

The teacher will then instruct students to find the product of (1/2) times (1/2) using an area

model. The students will hit the down arrow on the home screen to make the fraction (1/2)
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*(1/2), then students will hit the multiply button in the middle to view the answer of (1/4). Upon

hitting the button, it will bring students to the screen shown above. Before hitting the multiply

button, students will have to complete the area model in their math notebook.

Problem 2:

The teacher will then instruct students to find the product of (1/3) times (3/5) using an area

model. The students will hit the down arrow on the home screen to make the fraction (1/3) and

the upward and downward arrows to change the second fraction to (3/5). The students will then

hit the multiply button in the middle to view the answer of (3/15), which students will simplify to

(1/5). Upon hitting the button, it will bring students to the screen shown above. Before hitting the

multiply button, students will have to complete the area model in their math notebook.

Problem 3:

The teacher will then instruct students to find the product of (7/9) times (3/4) using an area

model. The students will hit the upward and downward arrows on the home screen to make the
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fraction (7/9) and the upward and downward arrows to change the second fraction to (3/4). The

students will then hit the multiply button in the middle to view the answer of (21/36), which

students will simplify to (7/12). Upon hitting the button, it will bring students to the screen

shown above. Before hitting the multiply button, students will have to complete the area model

in their math notebook.

Link: https://scetv.pbslearningmedia.org/asset/mgbh_int_fracmultmodel/

5. The teacher will then instruct students to turn off their personal devices and introduce

students to the activity entitled Quilting Pieces. This task requires students to be able to read

a word problem and create an area model problem to produce the solution. After creating the

area model, the students will also be required to write the equation for it. The students will

work in their table groups of four to complete this task. It is important to note that students

have already been assigned seats representing their academic abilities and social needs;

therefore, this will lead to the differentiation of flexible grouping during this activity. The

teacher will spend the majority of their time working with the four ELL students. The ELL

students will also receive a prompt that uses different verbiage; this would be considered

tiered-instruction. The teacher will explain the Quilting Pieces task and will give each group

member a copy of the task. Each group will receive a piece of anchor paper in which they

will illustrate and solve their problem. Once they have illustrated the task via an area model

and have written the equation represented on the group anchor chart, they will provide a

written justification of how they solved it and what they did. Once students have finished the

first part of the task, they will take a picture of their group’s work and post it digitally to

Seesaw. They will also repeat this process upon completing part two of the task. Before
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letting students get to work, the teacher will ask the students the following questions to assess

whether they understand the expectations and the directions clearly:

a. “Is this an independent or a collaborative activity?”

b. “How many parts are there? What must you complete before moving to part two?”

While students are completing this activity, the teacher will help students make the

connection that (1/4) the length multiplied by (1/2) the width = (1/8) the area. The activity is

attached at the end of the lesson plan.

6. Early finishers will complete the activity entitled “Let’s Eat Some Cake.” The activity is

attached at the end of the lesson plan.

After: (15-20 minutes)

1. Students will come back together as a whole group. The teacher will pull up the seesaw

application and display the video on the smartboard. The teacher will go through each

group’s responses. The class will discuss each group’s answer, and the students will be

responsible for reasoning and justifying their answers. The teacher will ask the following

questions while discussing each group’s answer:

a. “What was your answer and why do you believe it is the solution?”

b. “How did you get your answer?”

c. “What was your problem-solving strategy?”

2. After discussing the responses, the teacher will ask the following question to pull the lesson

together: “What is an area model and how can we use it for multiplying fractions?”

3. The teacher will then discuss that the students will use the information learned in their

following math lesson tomorrow to help them understand common algorithms used when
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multiplying fractions. By knowing how to visual the multiplication of fractions, it will help

the students gain a deeper understanding of what happens when fractions are multiplied.

4. Students will complete a five-question assessment on Go Formative. The students will have

to draw and label a grid, represent the fraction multiplication equation using the area model,

and find the product of the equation given. If students answer at least four questions

correctly, they will have understood my learning goals.

Problem 1: (1/4) * (3/4)

Explanation

The answer to the problem is (3/16). Students would label a grid and divide it both

horizontally and vertically by fourths. The students would label the tick marks on the

corresponding lines, like the one shown above. The students would then shade in the

corresponding amounts of (1/4) and (3/4). The students would have 3 out of the 16 squares

shaded in twice; therefore, the product or area of the equation would be (3/16).

Problem 2: (2/3) * (4/5)

Explanation
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The answer to the problem is (8/15). Students would label a grid and divide it horizontally by

thirds and vertically by fifths. The students would label the tick marks on the corresponding

lines, like the one shown above. The students would then shade in the corresponding amounts of

(2/3) and (4/5). The students would have 8 out of the 15 squares shaded in twice; therefore, the

product or area of the equation would be (8/15).

Problem 3: (2/2) * (1/6)

Explanation

The answer to the problem is (2/12). Students would label a grid and divide it horizontally by

halves and vertically by sixths. The students would label the tick marks on the corresponding

lines, like the one shown above. The students would then shade in the corresponding amounts of

(2/2) and (1/6). The students would have 2 out of the 12 squares shaded in twice; therefore, the

product or area of the equation would be (2/12). Students could also reduce the fraction of (2/12)

to (1/6) by dividing by the whole of (2/2).

Problem 4: (5/7) * (1/3)

Explanation
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The answer to the problem is (5/21). Students would label a grid and divide it horizontally by

sevenths and vertically by thirds. The students would label the tick marks on the corresponding

lines, like the one shown above. The students would then shade in the corresponding amounts of

(5/7) and (1/3). The students would have 5 out of the 21 squares shaded in twice; therefore, the

product or area of the equation would be (5/21).

Problem 5: (6/8) * (3/4)

Explanation

The answer to the problem is (18/32). Students would label a grid and divide it horizontally

by eighths and vertically by fourths. The students would label the tick marks on the

corresponding lines, like the one shown above. The students would then shade in the

corresponding amounts of (6/8) and (3/4). The students would have 18 out of the 32 squares

shaded in twice; therefore, the product or area of the equation would be (18/32). Students could

also reduce the fraction of (18/32) to (9/16) by dividing by the whole of (2/2).

PowerPoint Presentation:
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Translation Card for ELL:

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Quilting Pieces Activity Worksheet

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Quilting Pieces Activity Worksheet with Accommodations

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Quilting Pieces Activity Worksheet: Answer Explanations

Part One of Quilting Pieces:
Problem Presented:
“Sally and her friends need your help with quilting a blanket for their teacher, Mrs. Smith. They

want the quilt to be 8 feet by 6 feet. The students have decided to divide into groups to prepare

the pictures needed for the quilt. Each group will prepare a picture that is 2 feet by 3 feet for the

quilt. What fraction of the quilt will each group provide?”

Explanation of Part One:

The students will draw a rectangle like the one shown above and will label the width as 6 feet

and the length as 8 feet. The students will then shade in 3 feet of the width, and then they will

shade in 2 feet of the length. To shade this in properly the students will have to divide the width

into two parts to equal 3 feet and the length into four parts to get 2 feet. The total fraction of the

quilt that each group will provide is (1/8) because one box out of the eight has double shading.

(1/8) would represent the product/area of (1/4) times (1/2).

Part Two of Quilting Pieces:

Problem Presented:

“Sally and her friends have decided to make another quilt for their teacher that has the same

dimensions. They have again divided the work to make the quilt. Each group has been asked to

prepare a section of the quilt that is (1/4) of the length and (1/2) of the width. Your job is to help
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them sketch the quilt and the portion that each group will prepare. Please draw an area

model/quilt to show your work.”

Explanation of Part Two:

The students will draw the area model shown above. The students will place tick marks to

label the portions of the length and width as shown above. Then students will shade in (1/2) of

the width and (1/4) of the length. The students will have the product of (1/4) times (1/2) shaded

in twice. The portion shaded in twice is (1/8); therefore, each group will prepare (1/8) of the

quilt. The equation for the problem is (1/4) times (1/2) which equals (1/8).

*Accommodation for ELL students (tiered lesson):

Part One of Quilting Pieces:

“I want to make a blanket that is 8 long feet by 6 wide feet. I have decided to have groups create

pictures. Each group will make a picture that is 2 feet by 3 feet for the quilt. What fraction of the

quilt will each group provide?”

Part Two of Quilting Pieces:

“I want to make another quilt that is 8 feet by 6 feet. Each group has been asked to make a part

of the quilt that is (1/4) of the length and (1/2) of the width. Your job is to help them sketch the

quilt and the portion that each group will prepare. Please draw an area model/quilt to show your

work.”

*It is important to note that this activity is from the following source:
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Adapted from Tsankova, J.K., & Pjanic, K. (2009/2010). The area model of multiplication of

fractions. Mathematics Teaching in the Middle School, 15(5), 281-285.

Early Finishers: Cake Task Worksheet

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Early Finishers: Cake Task Answer Sheet

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Lesson Planning Process Reflection

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After reflecting upon my lesson planning process and its successes and needs for

improvements, I would plan this way again. Although it was more time consuming to physically

explain out my thoughts and ideas through the preemptive questions, it made the whole process

of writing the actual lesson plan easier and more focused on the standard and objective. The first

change I would make would be to decrease the number of items on the assessment (exit slip)

because students ran out of time before they could finish all five questions; most students only

answered the first two questions. I would have also made sure that students were registered in

my Seesaw database before the lesson because that process was so time-consuming that we

ended up just sharing our posters in person, not digitally through the application. A third change

that I would make would be to provide students with a guided notes graphic organizer to

complete during the presentation. I had students write the notes in their math notebooks, and it

was very time consuming because they would write the entire slide down instead of just the key

information. By giving students supports like an outline with key information highlighted or a

guided notes sheet, it would not only benefit the ELLs and learning-disabled students but all

students.

I believe that a teacher could implement my plan strictly using my planning narrative.

Throughout the planning narrative, I tried to be as detailed and specific as possible by providing

insight into my thinking of how to solve the problems, and by including the probing questions I

used to formatively assess the students understanding of the content throughout the lesson. When

answering the preemptive questions and planning my lesson, I continually referenced our

literature for our course; the text is called “Elementary and Middle School Mathematics:

Teaching Developmentally.” I specifically referenced chapters four and fifteen. I referenced

chapter four because it helped me start the lesson planning process and gave me ideas on how to
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implement high leverage routines, such as a number talk, and helped me differentiate the

instruction. For example, I knew that students with a comprehension/decoding barrier and ELLs

would not have been able to comprehend the original Quilting Pieces Activity, so I read the

section n regarding “Tiered Lessons” on pages 70-71 of the text to help me accommodate the

activity for them. I referenced chapter fifteen to help me understand how to teach the content and

used the activity listed for multiplying using area models on page 391. I can also make a

connection from my lesson plan to my coursework because I implemented productive struggle;

prior to this course, I did not know how much productive struggle could benefit students. While

watching the students complete the Quilting Pieces activity, I saw them undergo productive

struggle but use collaboration and problem solving to overcome it. It was the first time I saw

students learning through problem-solving and not just using procedural knowledge to complete

a task.

Before teaching this lesson, I had only taught one other lesson to a whole group of

students, and it was an English lesson. However, even though the lessons were in different

content areas, there are still connections that can be made between the two. The first connection

is that I used the Kagan Strategy of think-pair-share to activate students’ prior knowledge of the

concept being taught. Another connection would be that in both lessons I questioned students

throughout the entire lesson to formatively assess if students were retaining the information

presented to them. I do believe that this math lesson was more successful because it was more

aligned with the specific standards and provided more differentiated instruction to meet the

needs of all students.

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Reference

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school

mathematics: Teaching developmentally (10th ed.). NY, NY: Pearson.