EDU 542 Lesson Plan Format

Fractions and Brownies

Math Lesson
problem-based learning model page 300-305.

5th grade Math

Lesson plan@ 50 and Reflection @ 50

1. MATERIALS/PREPLANNING
Materials -
Pencils
Colors
Devices
Rulers
Brownie mix
Vocabulary -
Denominator
Numerator
Multiplying
Sum
Measure
Technology:
-Fraction math Menu:
https://docs.google.com/document/d/1ta70fiBzkI_QPN3q0xcFW1KWXbmQ4KrEiKgMYi0Ns
kE/edit?usp=sharing

2. OBJECTIVE

Students in grade 5 will be able to solve word problems about adding and subtracting
fractions with unlike denominators.

State the Cognitive Taxonomy

Evaluate

DOK Level
Level 1: Calculate
Level 3: formulate

List the standards met by this objective.

CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem. Use benchmark fractions and number sense of fractions to
estimate mentally and assess the reasonableness of answers. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

3. ASSESSMENT Perfect Assessment Tool Rationale:

Formative assessment One method of
formative assessment in this lesson would be
to ask students to submit their problem-
solving plans for review.
Summative assessment: To assess students
ability to solve the real-world area problem,
the teacher would want to measure students
ability to identify the problem, develop a plan
for solving it, and implement the plan
effectively. As such, the teacher will want to
collect and assess information submitted with
students plans and also their final solutions
for the problem.
This assessment tool supports the brain for
excellent learning because it allows students
to think on their own, thinks creatively, solve
problems, and show their thinking.
Include a copy of your assessment tool.
By collecting their problem solving plans and
then reviewing them, the teacher would have
an opportunity to intervene and provide
supportive feedback, if necessary, before
students proceed with implementing their
problem-solving plan. If no intervention were
needed, students would then be able to receive
encouragement and the teachers endorsement
to proceed with their plan.
Because there are several learning goals for
this lesson, there would need to be measures
for each goal included in the lesson
assessment.

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. The Central Focus of this lesson is comprehension of fractions.
2. Connection: Teacher states, We have been learning how to add and subtract fractions.
Now we are going to apply what weve learned to a real-world situation. We are going to
calculate how we can combine fractions to make brownies. To develop a plan, we will use the
Problem-Based Learning model in four major steps.

5. MOTIVATION FOR LEARNING

 Identify the type of motivation (i.e., intrinsic/extrinsic) that is appropriate for this
theoretical model. Motivation will be intrinsic:
Explain the problem: we want to bake brownies for our classroom of 30 students with a
recipe for only 10 brownies). Explain further that knowledge of fractions can be applied to
solve the problem of how much ingredients is needed and then used to make a decision about
the best measurements we can use to make the brownies.

This lesson promotes a growth mindset because it supports learning through discovery and
allows students to learn from their mistakes as they trial and error

6. PRE-LESSON - Just before teaching the new lesson do the following:

Information: Inform students this lesson they will work to solve a real world problem related to
area by applying the Problem-Based Learning model of teaching. The four major steps of the
model will help them create and implement a plan to solve the problem and also help them
practice problem solving.

6. LESSON BODY: Provide text page #___300__ for your lesson. Follow the exact
steps provided in the text for the lesson you are teaching. Clarity is the key.

Step 1: identify the problem

ProblemIn this step, the teacher shares the challenge: the need to figure out how much
and what measurement cup we can use to make the recipe. The teacher explains that
students will have three class periods to develop a plan for replacing the carpet. The
principal and treasurer of the school will then judge their plans. Students will also have
the opportunity to vote on the plan they believe should be implemented.

Step 2: develop a plan for solving the problem

ProblemThe teacher randomly assigns students to different groups to develop a plan.
The teacher then assigns roles to each group member: for example, in a group of five,
there is a data gatherer, a synthesizer, a leader, an encourager, and a reporter. The
teacher provides a timeline for completing the major task of developing a plan for
carpeting the room and smaller assignments that will help them reach that deadline. The
teacher also outlines a series of smaller tasks and responsibilities to be divided by the
different group members. The groups take turns going to the aftercare room to measure
it, while the rest of the groups remain in their class to figure out what information is
needed, where to find it, and what to do with it once they get it. Each group develops a
plan for solving the problem. The teacher meets with each group individually to discuss
their plans, which they record in a word-processing or presentation program. The
teacher lets students know if their plans require revision and, if so, what revisions are
needed and why. Students research different kinds of carpets, find prices, debate the
merits of different materials and colors, and so on. Each group shares its plan for
replacing the carpet in the aftercare room.

Step 3: implement the plan

PlanSince it is not feasible for every groups plan to be implemented, the principal,
treasurer, teacher, and students all vote on the best plan to implement to replace the
carpet in the aftercare room. The groups present their plans to the class, principal, and
treasurer for the school. After all of the votes are in, the teacher announces the group
whose plan will be used to replace the carpet in the aftercare room.

Step 4 evaluate the plan

PlanFor this stage, the teacher asks students to evaluate their contributions,
effectiveness of the plans, and group work. Although only one plan can be implemented,
students also have the opportunity to evaluate all of the plans and to give and receive
feedback. The teacher also asks students to reflect on their contributions as individuals
and as a group to solving the problem: what worked well and what could be improved.

Closure
Now that we have calculated the area of the room in question, we can make a final decision
about the carpet that will be best to use to cover the floor in this space. Please vote on the best
planthen we will invite the principal back to the classroom to share the best plan as well as
all the great things you learned in the process.

7. ASSIGNMENT
Design a brain compatible Perfect Assignment to support this lesson.
Explain why it is the perfect assignment based on how the brain learns.
Students will be required to work in groups to come up with the accurate recipe for the
brownies. They will work together to solve a difficult problem, which supports a growth
mindset.

8. Student Work Examples/Technology Support

Attach samples of student work.
Include a variety of levels of performance
Add technology support (ex. www resources/interactive activities etc.)

https://docs.google.com/document/d/1ta70fiBzkI_QPN3q0xcFW1KWXbmQ4KrEiKgMYi0Ns
kE/edit?usp=sharing

YouTube video: https://youtu.be/_X2nqjj_Q5E

 Reflective Thinking/Curriculum Evaluation @50 Points

9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully
prepare your reflections. Follow the format provided below and provide a professional
quality reflective analysis of your work.
Relevance: Explain how this lesson demonstrates your competence with one of the
Graduate SLOs below? Delete unused SLO.
SLO 1: Demonstrate advanced understanding of the trends, issues, and research
associated with education in general and with their respective specialization.
SLO 2: Evaluate and conduct research to improve instructional practices and
institutional cultures.
SLO 3: Employ leadership practices to optimize educational and institutional outcomes.
SLO 4: Articulate worldview and perspectives for enhancing student learning.
Significance/competence: Using careful analysis and evaluative thought, address the
points listed below. Add other pertinent information that supports our competence by
using this lesson model.
Explain how this lesson supports helping students reach levels of deeper learning.
How does this model make learning stick in long term memory?
Provide examples and rationale for appropriate use of this teaching model and where it
is suitable throughout your curriculum. Indicate/discuss strengths/weaknesses based on
theology/theory.
How will you support advanced/ELD/Special needs learners through using this model?
I will support different learners by providing graphic organizers, additional help, and pictures.

Provide links to the Common Core State Standards and explain how this lesson
could support the CCSS.
Link to Theory:
Explain the links between this lesson model and the supporting theory (i.e.,
behaviorism, info processing, social learning or constructivist).
This lesson model is linked to the social learning theory because students work together to
solve a difficult problem. This lesson also links to constructivist theory because students work
through problem in order to reach a higher thinking level.
Link this lesson to one or more of the Big Ideas and provide a rationale.
Big idea: 1. Learners do not passively absorb information from the environment; rather, they actively
work to make sense of their environment and construct their own, unique understandings of the world.
 Link this lesson to the New Learning Sciences and provide rationale for your selection
and descriptive examples.
Describe technological resources you have found useful.

Growth Mindset
How does this lesson help a student develop a stronger positive growth mindset? Provide
specific examples. Include ideas on how you might reward learning according to the Growth
Mindset research.

Students develop a stronger positive growth mindset by working hard to solve a problem.
Professional Actions/Areas for growth: What are your next professional steps in this area to
keep moving forward as a professional?
Discuss what went well and what changes you have made for improving learning.
What have you learned about how learning happens?
What more do you need to read or learn?
How does this add to your credibility to supervise student teachers?