Urban Teachers Lesson Planning Template

Grade Level: 9th Subject: (90 minutes) Date: 4/21/2017

Materials/Text:
o Quesadilla cut outs
o People cut outs
UDLTangible manipulatives to support the acquisition for abstract knowledge.

Lesson Component What will you do?/ What will students do?
Texas Essential
4 (B) apply qualitative and quantitative reasoning to solve
Knowledge and Skills
prediction and comparison of real-world problems involving
What common core
ratios and rates
standard(s) does this lesson
- Represent fractions as ratios of people to quesadillas
address?
and use qualitative reasoning and predictions to
How do you know the
determine which fraction allows for the most
students need this lesson?
quesadilla per person
Unpack the standard(s)
ELLThe quesadilla is a popular food among the Hispanic
by identifying the
culture and will resonate with this large portion of our total
strategy(ies) or skill(s)
ELLs.

1 (A) apply mathematics to problems arising in everyday life,

society, and the workplace;
- Students will rationalize fractions as quesadillas and
people

English Language Students will use words like divisor,

Proficiency dividend, numerator (numerador), and
denominator (denominador) and connect
them to real world examples.

Lesson Objective Students will compare the value of two

Objectives must be rational numbers and determine which one is
specific-(clearly defined
bigger.
learning)
measureable-(assess
student achievement)
 aligned (with the CCSS)
rigorous (written with
verbs for expectations of high
rigor)
posted
shared aloud with
students

Assessment Tony and Jim both host quesadilla parties. At Tonys party,
How will students there are 3 quesadillas for 8 people to eat. At Jims party, 2
demonstrate their mastery of people share 1 quesadilla.
the objective? 1) Draw a picture to represent the number of quesadillas
What evidence will you and people at each party.
collect to assess
understanding? 2) Next to your drawings, write a fraction to represent the
Are assessments number of quesadillas per person at each party.
differentiated for diverse
learners? 3) Label the denominator (denominador) , numerator
How will the data inform (numerador), divisor, and dividend in the fraction.
tomorrows lesson?
4) At which party does each person get the most
quesadilla?

DOLIncludes drawings to allow for an additional

demonstration of learning. This is aligned to the CRA model
of instruction.

Connect and Engage Do Now (5 minutes)

Students will work on the Do Now upon entering class.
How will you gather Students will make their best attempt at finding the area of the
background knowledge and rectangle. Teacher will explain how find the area after
make connections to students make an attempt.
previous learning?
How will you hook the Draw your favourite kind of quesadilla! Why is this your
students? favourite quesadilla?

TECHNOLOGY
https://www.geogebra.org/m/egxagyxu
 ELLTechnology will be used to split shapesadillas, using a
visual so that language is not a barrier. They will also be able
to use this technology to translate unfamiliar, such as
numerator (numerador) and denominator (denominador),
words into their native language.

UDLTangible manipulatives to support the acquisition for

abstract knowledge.

M: Working on/reviewing Do Now

V: Voice level 0
P: Independent
T: 10 minutes

CONCRETEManipulatives used for students to physically

track relations between numbers. Step 1 in CRA model.

Teacher Modelling Sharing Quesadilla Instruction (10 minutes)

A brief teacher directed
lesson aligned to the
objective.
Model thinking using
think-alouds.
Engage students using
turn and talk or other student
response checks
to monitor understanding.
- Show student how the number of people Im sharing
quesadilla with determines the number of pieces I
need
- Show students how the more people who share a
quesadilla, the smaller the slices are
- Show the students how if there is more than one
quesadilla, then each person gets more slices of
quesadilla
- Show students how the number of quesadillas
represents the numerator (numerador) or dividend
- Show students how the number of people eating
 Utilize organizational represents the denominator (denominador) or
tools (anchor charts, process divisor
charts, graphic - Point out how the divisor does the cutting. Its the
organizers) when divideer.. The divisor is the divide-er
appropriate. - Show a fraction which represents a quesadilla
- Explain how we can increase the number of
quesadillas as long as we also increase the number of
people
- We must do this in proportion by multiplying the
numerator (numerador) and denominator
(denominador) by the same number.

M: Listening to teacher model

V: Voice level 0
P: Whole class
T: 10 minutes

*List of all accommodations for this class:

Pre-written notes
Calculator
50% extra time on assessments

*No students in this class have modifications, but some

modifications could include:
Student learning multiplication and division, rather
than fractions
Student taking assessments with simply-worded
questions
Engaging in a curriculum with truncated TEK
standards

Guided/Collaborative Representing Quesadillas and People as fractions (3

minutes)
Practice
- Students will be given situations with quesadillas and
people.
- Students will use cut outs to show the number of
Identify guided practice
quesadillas and people for each situation
needed before releasing
- Students will write each situation as a fraction
students to practice on
- Students will say which number is the denominator
their own
(denominador) /numerator (numerador)
Consider
- Students will say which number is the divisor/dividend
Cooperative groupings
Conceptual difficulties
that might arise and how will
you address them
How students can initiate
discussion
How tasks are
differentiated

M: Making quesadilla and people models

V: Voice level 2
P: Pairs
T: 3 minutes

ELLStudents will use the visual above to imagine dividing a

quesadilla so that language is not a barrier. They will also be
able to use technology to translate unfamiliar words into their
native language.

UDLTangible manipulatives to support the acquisition for

abstract knowledge.

Expanding quesadilla/people fractions (4 minutes)

- Students will multiply the numerator (numerador) and
denominator (denominador) by the same number to
increase the number of people and quesadillas
proportionally.
- Students will compare the fractions once they have a
numerator (numerador) or denominator (denominador)
in common.

M: Scaling fractions
V: Voice level 2
P: Pairs
T: 4 minutes

Independent Practice Comparing Quesadillas and People as fractions (3

minutes)
- Students will be given fractions and must model the
What opportunities will situations using quesadillas and people cut outs
students have to use the new - Students must then compare the fractions by
skills/concepts in a determining which scenario would have the most
meaningful way? quesadilla per person
 How will students
demonstrate their mastery of
the objective? M: Comparing Fractions
V: Voice level 0
P: Independent
T: 3 minutes

REPRESENTATIONALStudents will be encouraged to use

their own models, such as drawings in order to scaffold to
abstract representations.

ABSTRACTStudents will be required to make the

connection in the format of numbers and operations after
using representations to draw out the mathy-ness of the
problem.

Closure Exit Ticket (5 minutes)

- Teacher will give the above exit ticket
Assessment of student
learning including student
reflection on what was
learned which may include M: Completing exit ticket
one or more of the following: V: Voice level 0
Connections to previous P: Independent
learning T: 5 minutes
A review of the objective
and if it what achieved
An exit slip or other
means of informal
assessment
Student sharing and peer
feedback

Reflection
What does the data The students understood how to divide fractions in terms of a
show you regarding part-whole relationship. They were able to use manipulatives
student learning? in order to draw abstractions from the mathematical situations
and also like the pun shapesadillas. I think they may have
How did the pacing
understood better if they were using physical manipulatives,
impact the enactment of
rather than digital manipulatives as they were doing with the
the lesson? Geogebra program. A portion of the class should have been
Did all materials dedicated to small groups in order to reach struggling or
support student learning? special education students and partnering the students
Were there places should have been more purposeful and explicit, using groups
where students required of either heterogeneous abilities and/or homogenous cultures.
additional supports, or
places
where acceleration
occurred?