LESSON PLAN TEMPLATE

Name: Kendra Moore & Emily Solesbee Grade Level: 5th Subject(s): Math

School: Lone Oak Elementary Date: April 16, 2014

1. Contextual Factors - Description of learners: (List the number of students, gender, SES/socioeconomic status, race/ethnicity/culture, meal plans, specific special needs, community context, etc.) (Since the lesson will be taught twice, these factors cover the entire 5th grade) The 5th grade consists of 44 students. There are 24 female students and 20 male students. The grade population has 7 Caucasian students, 10 African American students, 25 Hispanic students, and 2 students are classified as Other. Seven students have an IEP and 2 students are in the gifted/talented program. 98% of the fifth grade students are eligible for free or reduced lunch. The school consists of 347 students. The school population contains 51% Hispanic students, 23% Caucasian students, 20% African-American students, 4% are multiracial students, and 1% are Asian students. 2. Rationale/Purpose for Lesson: (Address why students should learn this information.) Students need to learn this information to grasp the concept of generating equivalent fractions. Students will achieve this by converting mixed numbers into improper fractions. Students should also be able to determine the difference between equivalent and not equivalent fractions, multiply single digit numbers, and convert improper fractions into mixed numbers. 3. Standards: (List SC and/or Common Core State Standards ELA and Math.) SC 4-2.11: Convert between improper fractions and mixed numbers CCSS 4.NF.B.3c: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties or operations and the relationship between addition and subtraction. 4. Subject Integration: (List the content areas included in this lesson (e.g.) math, science, ELA, etc. Math 5. Performance Objectives written in 4-component format: (Audience, Behavior, Condition for Learning, Degree of Proficiency/Assessment) The students will complete practice problems on converting mixed numbers into improper fraction with an 80% degree of proficiency, or 4 out of 5 correct. The students will complete a worksheet to demonstrate their knowledge of converting mixed numbers into improper fractions with an 80% degree of proficiency, or 24 out of 30 correct. The students will complete a math game to demonstrate their knowledge of converting mixed numbers into improper fractions with an 80% degree of proficiency, or 8 out of 10 correct.

6. Materials/Resources Needed: (Cite sources. Include technology.) Promethean board Improperator game board and spinners Mixed numbers/Improper fractions worksheet Notebook paper Pencil Dry-erase markers

7. Preparation: (State what you will do to prepare for this lesson.) In preparation for this lesson, I will review material in the Envision math textbook to gain a thorough understanding of how to convert mixed numbers into improper fractions. I will also plan to have additional writing space on the board in case the Promethean board doesnt work. I will also review the rules for the Improperator spinner game. I will also discuss any instructional needs for specific students with the cooperating teacher. 8. Procedures: (Include both teacher and student steps, teacher questions, directions, etc.) Opening/focus/anticipatory set: Teacher: I will place a problem from the previous days lesson on the board and ask students if they can complete the problem on their paper. This math problem will relate to converting improper fractions into mixed numbers. As students complete the problem, I will walk around to check for proficiency. Connections to previous learning and future content: Teacher: Yesterday, we practiced how to change improper fractions into mixed numbers. We also completed a worksheet in which we shaded certain areas to show that the improper fraction and the mixed numbers were equal. Can anyone explain the strategies for changing improper fractions to mixed numbers? Demonstrate on the board. Students: Group tally marks or divide the denominator into the numerator. Teacher: Today, you will use information you learned yesterday to change mixed numbers into improper fractions. Teacher: Once you learn and practice these skills, you will be able to add, subtract, multiply, and divide mixed numbers and improper fractions. Teacher modeling/demonstration of learning: I will write the mixed number (4 ) on the Promethean board and demonstrate how to convert it into an improper fraction. I will show students that the denominator and the whole number need to be multiplied first. Then, I will add write down that answer and add the numerator to it. After that, I will write down that answer as the new numerator for the improper fraction and transfer the denominator from the mixed number over to the new improper fraction. I will explain to the students that the term improper fraction means that the numerator will always be bigger than the denominator. I will place 3 problems on the board for students to complete. I will ask students to write

the steps out on paper while completing beginning problems from the board to show their work. I will prompt students to ask questions to clarify any misunderstandings. If students are having difficulties multiplying the denominator and whole number, I will ask them to draw a picture or use tally marks to help them multiply. Check for understanding: I will check for understanding at the point to review and clarify any misunderstandings before independent practice. I will ask students if they have any questions related to the math problems on the board before moving on to the next activity. I will also ask the students if they would be comfortable using the steps provided on the board to answer a similar math problem on their own. If students have questions, I will model more examples on the board. Students will also be asked to explain the steps to convert a mixed number into an improper fraction in their own words. Guided practice or activity (Student performs along with teacher guidance): During guided practice, some students will be asked to demonstrate and explain their steps to complete the problems on the board. Other students will be asked to guide the teacher through the steps to complete the problems on the board. Independent Practice (Student performs on own): Each student will be given a worksheet to practice converting improper fractions to mixed numbers and converting mixed numbers to improper fractions. Each section of the worksheet will contain 15 practice problems. I will observe and assist students if they are struggling to complete the problems. Class discussion and/or group activity, etc.: The group activity will consist of students pairing into groups to play the Improperator game. I will model the steps of the game. First, I will demonstrate that students should spin the first spinner to gain a whole number, and spin the second spinner to gain a fraction. Students should combine the whole number and fraction and convert it into an improper fraction. When the students find the numerator for the improper fraction, they will circle the numerator on the game board. The first team to complete 10 problems and show their work on paper wins the game. Remaining students will continue to play until they have completed 10 problems. While students are playing the game, I will walk around to check for evidence of students understanding of the concept and correct answers. Closure of lesson that determines if goals/objectives(s) were met: By reviewing the independent practice worksheet, I will be able to determine if goals and objectives were met. If these items were not met, I will review problems frequently missed on the worksheet and ask students to re-work those problems. I will re-check these problems for correct answers to determine if the goals and objectives were met. I will also ask the students what they learned during the lesson. 9. Assessment of learners achievement related to goals/objectives: (Include authentic assessment, performance tasks, rubrics, tests, etc.): During the lesson, I will assess learners through observation, questioning, class discussions, and monitoring. These will be assessed through use of the Promethean board, written assignment, and math game. I will assess all portions of the lesson for a minimum of 80% accuracy per student.

10. Differentiation/Interventions/Adaptations/Modifications for special learners: (Describe how you will incorporate differentiation in to your lesson. Also include how you accommodated for early and late finishers. During the group activity, lower level students will be placed with higher level partners during the math game. Early finishers will be encouraged to continue playing the game until all groups are finished. During independent practice, late finishers will have the opportunity to finish the worksheet when they have 15 minutes of free time before lunch. Modifications for special learners throughout the lesson include slowing the pace of the initial practice problems and explaining the reasoning behind each step. Manipulatives and/or fractions pieces could be used to show the multiplication and addition of converting mixed numbers into improper fractions. Additional review of multiplication facts could be implemented.