Lesson Plan

(Based on the MoPTA)

Mizzou Ed, Office of Field Experiences
Columbia

Student Teacher Intern: Morgan Parker

School/Grade: New Haven, 5th grade
Bozoian

University of Missouri,

Date: 10/13/16
Cooperating Teacher: Linda

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this
lesson

Standard A1-Grade 5: Understand that parts of a whole can be expressed

as fractions and/or decimals.
Standard A2-Grade 5: Covert decimals to fractions and fractions to
decimals. (If time provided to d othe extensions to the task).
Standard B-Grade 5: Perform operations and solve problems with fractions
and decimals.
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular
and student needs

Although my student is in fifth grade and I expect he knows how to solve

fraction problems, I hope he can take away knowledge of using correct
terminology to explain his process and solution. I also hope my student can
take away correct use of diagrams to cleary show the process of splitting
fractions equivalently.
I hope to learn the thought processes of my student and how they think
about fractions. This will allow me to know how specifically fifth graders
understand fractions (which is a concept they should already know). I will
also get a glimpse into the way students are taught fractions and what
techniques they use to solve these problems.
Assessment (type(s) of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson

I will use formative assessments during and after the lesson by having my
student explain his process and solution. I expect my student to draw eight
symbols for the eight candy bars. He may draw three figures for the three
children as well. I expect he will show each of the three figures receiving
six full candy bars. I believe he will then show the last two candy bars
being split into thirds and each child getting two thirds of these two candy

bars.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during, and after the
lesson, e.g. Engagement/Opening, Procedures, Guided Practice, Conclusion

I will begin by reminding the student about our last interview. I will ask him
again to talk about how he feels about math and specific concepts within
math. (3 minutes)
I will then introduce the task to my student by asking him to read the task
printed out loud. (1 minute)
I will make sure the student understands the task and what he is expected
to do by reiterating the task and directions. (1 minute)
The student will work on the task. (10 minutes)
o I will observe and take notes on his process as he is
solving the problem.
o I will ask him to explain his thought process while going
along.
After he gets the correct solution I will ask him to justify his answer. (1
minute)

Learning Activities
Opportunities provided for students to develop knowledge and skills of the
learning objective
The task for the fifth grade states, There are 3 children sharing 8 candy
bars, how can they do this so that they each get the same amount? I will
change the task to say, There are 3 baseball players sharing 8 pieces of
bubblegum, how can you do this so that they each get the same amout of
bubblegum? I have modified the question because I know my student
likes to play baseball, so I would like to make the task more relevant to his
interests.
Resources and Materials
List of materials used in the planning of and during the instruction of the
lesson
I will provide a pencil, notebook paper, computer paper with the task
printed out, and paper cut outs for support.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.

If my student becomes stuck while performing the task, I will provide small

paper cut outs to represent the problem. I will have three cut outs in the
shape of people and eight small paper cut outs to represent bubblegum.
This way if my student gets stuck, he will be able to physically break up the
paper.

Extensions
Activities for early finishers that extend students understanding of and thinking
about the learning objectives by applying their new knowledge in a different way

If my student finishes early, I can ask:

How would you split the pieces if there were four children?
How many pieces would each of the children get if they had nine pieces of
bubblegum?
There are 8 children sharing 21 cookies, how can they do this so that they
each get the same amount?
How can you express these numbers as decimals?