MS 2017-2018 UCI LESSON PLANNER

Part 1: Classroom Information

Grade: 5th Content Area: Mathematics

Group Size: 35 Lesson Length: 60 minutes

Student Context:
Identified Student Needs Accommodations During
Instruction to Support Student
Needs

Students with Special Needs (IEP
and/or 504)
1 students with learning
disabilities
1 student with autism
One student pulled for one-on-one
support in ELA, SBAC supports
and accommodations.
One student has a one-on-one aide
in the classroom during math and
science.

1 student with a hearing Student is seated by the front of

Students with Specific Language
Needs (ELL)
impediment the classroom.
2 ELLs No formal accommodations.
Students are both in bridging level
of ELD and are monitored to
ensure understanding.

Students with Other Learning A few students with minor Students are strategically placed in
Needs (Behavior, Struggling behavioral problems groups.
Reader, Struggling Math)

Part 1: Planning for the Lesson

A: Standards

i. Key Content Standard:

a. 5.NF.4.: Apply and extend previous understandings of multiplication to multiply
a fraction or whole number by a fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b equal
parts; equivalently, as the result of a sequence of operations a × q ÷ b.
For example, use a visual fraction model to show (2/3) × 4 = 8/3, and
create a story context for this equation. Do the same with (2/3) × (4/5) =
8/15. (In general, (a/b) × (c/d) = ac/bd.)
b. 5.NF.6.: Solve real-world problems involving multiplication of fractions and
mixed numbers, e.g., by using visual fraction models or equations to represent
the problem.
 ii. Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical
Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of
Literate Individuals
a. MP.1. Make sense of problems and persevere in solving them.

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

a. Students will work independently to solve a rich task problem to equally split 2
sandwiches amongst 3 people to connect multiplying by 1/n to dividing by n

ii. Language Objective (transfer this from "Incorporating Academic Language"):

a. The students will explain that a fraction is the same thing as division using
models/pictures and sentences to explain their thinking.

C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning

Observe how students solve the rich task and

Anecdotal notes
Observe group discussion
Closure write-up
take notes to determine what strategies
students are using- if students fit at least one
of the columns in the anecdotal notes page
they are on the right track
Listen in on conversations and ask scaffolding
questions to elicit thinking
Students will write about their biggest
takeaway from this lesson

ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What specific evidence will you collect?)
a. Students will solve the “Sharing Lunches” problem to show that they understand
that a fraction is the same thing as division. Their solutions will include an
equation for each part, with valid drawings/models and explanations of what
they did/how they know it is correct.

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
● 35 student whiteboards
● 35 erasers
● 35 black Expo markers
 ● California Math Expressions Common Core: Grade 5 Teacher’s Edition & Student Activity
Book (each student has one in their desk) (see attached)
○ Unit 3 Lesson 10 (Activity 1)
● “Sharing Lunches” rich task handout (see attached)

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (5 min.)

1. Discuss the homework from the night before
2. Invite students to come up to show their answers one at a time on the document camera while
explaining how they got the answer
3. Ask students to show a thumbs up if they got the same answer and a thumbs down if they got a
different answer
4. Survey class to make sure the majority got the right answer
5. Review the problem on the document camera if mostly everyone got something different

Introduction (15 min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a “hook”, AND 2) let students know what the objective of the
lesson is.
*Before lunch ends, pass out enough whiteboards, markers, and erasers for each student to the table
groups
● (modified from California Expressions TE, Unit 3, Lesson 10)
● Ask students to show a thumbs up or thumbs down if they ate pie on Thanksgiving
● Tell students to pretend that they are trying to split a pre-cut, leftover pie amongst their friends
● Ask if the pie has 5 pieces left, and you want to split it equally between 6 people, how would
they do that?
● Give students 1 minute to think about this problem
● Have students volunteer to share their answer and explain how they knew it was true
○ Possible answers:
■ ⅚ of a piece because 5 divided by 6 is ⅚
● Share the lesson objective:
○ I will be able to:
■ divide a whole number by whole number to get a fraction
■ represent my thinking by using models (drawings, number lines, etc.)
■ rewrite a division problem as a fraction

Body of the Lesson (35 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.

Launch (Before the task)- 5 minutes

1. Tell students we are going to do a rich task to explore a new concept
2. Explain that this problem is to be done independently
3. Explain that students can solve the problem in any way that they want to
4. Put the “Sharing Lunches” under the Document Camera and read the question out loud
(without showing the students the numbers) (see attached)
a. Read each part out loud
 b. Model and explain how to correctly represent their thinking with equations and
sentences
c. Tell students that they must explain their thinking when prompted to do so either with
words and/or drawings
d. Display sentence frames (See attached)
5. Have one student from each table come get enough “Sharing Lunches” Worksheets for their
table group
6. Explain that they will have 10-15 minutes to solve the problem independently and then we will
come together to discuss the work they did
7. Explain that students should feel confident about explaining their thinking in front of the class
if they are chosen

Explore (During the task)- 15 minutes

1. Set a timer under the document camera for 10 minutes
2. While students are working independently, walk around the room and monitor how students go
about solving the problem
a. Walk around the room and observe how students do each part of the problem
b. Ask questions to elicit student thinking or help struggling students
i. “How did you know to do that?”
ii. “Why did you do it this way?”
iii. “Can you explain how you got this/that?”
3. Take notes on how students go about solving this problem and look for good examples to
present to the class: (see attached anecdotal notes sheet)
a. Make sure that these students show their work in a way that the class will understand by
looking at their paper (neat, and understandable)
b. Tell these students they have been selected to show their work under the document
camera so they have time to prepare
c. Choose students that:
i. Student 1:
● For part A:
● Breaks each sandwich into ⅓, ⅓ , and ⅓ , and then gives each student ⅓
of each sandwich (⅔ for each person)
● For part B:
● ⅓ + ⅓ + ⅓ + ⅓ + ⅓ + ⅓ = 6/3 = 2
● For part C:
● ⅔ X 3 = ⅔ X 3/1 = 6/3 = 2
● For part D:
● ⅓X2=⅔
● For part E:
● 2÷3=⅔

ii. Student 2:
● For part A:
● Breaks both sandwiches into equal parts of ⅔ , ⅔, and ⅔ and knows that
each person will be getting ⅔ of the sandwiches
● For part B:
● Adds ⅔ + ⅔ + ⅔ = 6/3 = 2
 ● For part C:
● ⅔ X 3 = ⅔ X 3/1 = 6/3 = 2
● For part D:
● ⅓X2=⅔
● For part E:
● 2÷3=⅔
iii. Student 3: (if applicable)
● For part A-E:
● Choose a students who thinks of a unique/new way to solve this problem
(have them share at the end if there is time)
4. Allow students to work independently for 10-15 minutes
5. After 10 minutes, ask students to show how many more minutes they need (up to 5) with their
fingers in the air
6. Decide how much extra time to give students to work based on the majority need
7. Set a timer under the document camera for that amount of time so students can see how much
time they have left as they finish up

Summarize/Discuss (After the task)- 15 minutes

1. Call students together for a whole class discussion
2. Explain that we will have students share their work under the document camera for each part
3. Students will look at the work shown and try to figure out how that student worked through the
problem
4. Invite the first student to come up to explain their work for
○ Part A
i. They should have done the problem by breaking up each sandwich into ⅓, ⅓,
and ⅓ and giving each person ⅓ of each sandwich (⅔)

ii. ⅓ + ⅓ = ⅔ of sandwich for each person

○ Ask students to think about how student one did the problem
○ Call on one student to explain how student one solved this problem
iii. Answers may be (but are not limited to)
● “He/she broke each sandwich into 3 equal parts and added the three
equal parts together”
5. Part B:
○ Student should have added ⅓ + ⅓ + ⅓ + ⅓ + ⅓ + ⅓ = 6/3 = 2
○ Ask students to think about how student one solved the problem
○ Call on one student to explain how student one solved this problem
 i. Answers may include (but are not limited to)
● “He/she added ⅓ + ⅓ + ⅓ + ⅓ + ⅓ + ⅓ to get 2”
● “He/she added ⅓ 6 times to get 2”
○ Ask questions to elicit thinking like “How did you know to use those numbers?” or
“What do those numbers represent?”
ii. Answers may include (but are not limited to)
● “We are adding ⅓ of the first sandwich 3 times for each person and then
another ⅓ of the second sandwich 3 times for each person”
6. Part C-E will be explained with the next example
7. Invite the second student to come up to explain their work for
8. Part A
○ Student should have done the problem by breaking both sandwiches into equal parts of
⅔ , ⅔, and ⅔ and knows that each person will be getting ⅔ of the sandwiches

○ ⅓ + ⅓ = ⅔ of sandwich for each person

○ Ask students to think about how student two solved the problem
○ Call on one student to explain how student two solved this problem
i. Answers may be (but are not limited to)
● “He/she broke the sandwiches into 3 equal parts and added the three
equal parts together”
9. Part B
○ Student should have added ⅔ + ⅔ + ⅔ = 6/3 = 2
○ Ask students to think about how student two solved the problem
○ Call on one student to explain how student two solved this problem
i. Answers may include (but are not limited to)
● “He/she added ⅔ + ⅔ + ⅔ = 6/3 = 2”
● “He/she added ⅔ 3 times and got 2”
○ Ask questions to elicit thinking like “How did you know to use those numbers?” or
“What do those numbers represent?”
ii. Answers may include (but are not limited to)
● “We are adding ⅔ of both sandwiches 3 times for each person”

10. Part C:
○ Student should have ⅔ X 3 = ⅔ X 3/1 = 6/3 = 2
○ Ask students to think about how this student did the problem
○ Call on one student to explain how they thought about this problem
i. Answers may include (but are not limited to)
 ● “He/she multiplied ⅔ by 3 and got 2”
● “He/she multiplied ⅔ by 3/1 and got 2”
○ Ask questions to elicit thinking like “How did you know to use those numbers?” or
“What do those numbers represent?”
ii. Answers may include (but are not limited to)
● “There are 3 groups of ⅔ sandwiches which is equal to 2 whole
sandwiches”
11. Part D:
○ Student should have ⅓ X 2 = ⅔
○ Ask students to think about how this student did the problem
○ Call on one student to explain how they thought about this problem
i. Answers may include (but are not limited to)
● “He/she multiplied ⅓ by 2 and got ⅔ ”
○ Ask questions to elicit thinking like “How did you know to use those numbers?” or
“What do those numbers represent?”
ii. Answers may include (but are not limited to)
● “⅓ sandwich from each of the 2 sandwiches to get ⅔ of both
sandwiches”
12. Part E
○ Student should have 2 ÷ 3 = ⅔
○ Ask students to think about how this student did the problem
○ Call on one student to explain how they thought about this problem
i. Answers may include (but are not limited to)
● “He/she divided 3 by 2 to get ⅔ ”
○ Ask questions to elicit thinking like “How did you know to use those numbers?” or
“What do those numbers represent?”
ii. Answers may include (but are not limited to)
● “We are dividing 2 sandwiches by the 3 people who are sharing them”

13. Invite the third student (if applicable) to explain how they did the problem (*in a unique way
that will make sense to everybody)
14. Ask students to think about how this student did the problem
15. Call on one students to explain how they thought about this problem

16. **Explain that Part E shows the easiest way to get the answer to the initial question. 2
sandwiches split between 3 people is simply ⅔, which is simply the numerator divided by the
denominator
17. Explain that “÷” and “/” are both division symbols. “/” is a fraction bar which means to divide
18. Collect rich task worksheets (make sure name and number are on each)

19. Work through Math Activity Workbook pages 91 together (see attached for specific instruction)
○ Focus on problems #1-7 (activity 1 only)
20. Discuss the different models used on page 91 to help figure out the problem
21. Emphasize that using models can be a useful tool to help work through a word problem
Homework (if you are assigning homework, what will it be?):

Closure (5 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.
● Students will take out a piece of paper and put their names/numbers on it
● Students will explain in writing what they learned during this lesson
○ Some answers may be (but are not limited to):
i. I learned how to draw models to represent math
ii. I learned how to divide a whole number by whole number to get a fraction
iii. I learned how to rewrite a division problem as a fraction
● Have students share what they wrote with a partner
● Call on 2-3 students (using student cards) and have them share out loud with the class
● Collect papers

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.
● Students will work independently to complete a word problem to equally split two sandwiches
between three students and then answer questions to interpret that a fraction is a numerator
divided by a denominator.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
● Explain

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: fraction, whole number, numerator, denominator, equation, fraction bar

Syntax1: Equation, “I know this equation is correct because…”, “I think __ represents ___
because in this equation because…”, “I split the sandwich into ___ so each person can have
___.”

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
 Discourse2: Connect an equation to the explanation and show their reasoning with a sentence
or two/ drawing a picture.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
● The students will explain that a fraction is the same thing as division using models/pictures and
sentences to explain their thinking.

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, “What would the students say/write when using the language function.” Remember
to consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging

“2 split between 3 is ⅔” “2 sandwiches divided by 3 “I split 2 sandwiches
people is 2÷3=⅔” amongst 3 people by doing 2
sandwiches divided by 3
people; 2÷3 = ⅔”

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

- Teacher shows sentence
frames to instruct students on
how to explain their reasoning
for each part
-During the summarization/
discussion, students practice
explaining their equations and
their reasoning out loud with
the class
-Students will work
independently to explain how
they wrote an equation and
explain their reasoning

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Illustrative Math
 Name: __________________ Number:____

Sharing Lunches
Alex, Bryan, and Cynthia are about to eat lunch, and they have two sandwiches to share.

A. Draw a picture to show how they could equally share the sandwiches. How much of
a sandwich does each person get?

B. Write an equation involving addition to show together these parts make up the 2
sandwiches. Explain how the equation you wrote represents this situation.

C. Write an equation involving multiplication to show how all the parts make up the 2
sandwiches. Explain how the equation you wrote represents this situation.

D. Write an equation using multiplication to show the fraction of a sandwich each

person gets. Explain how the equation you wrote represents this situation.

E. Write an equation using division to show the fraction of a sandwich each person
gets. Explain how the equation you wrote represents this situation.
I will be able to:
■divide a whole number by
whole number to get a fraction
■represent my thinking by using
models (drawings, number
lines, etc.)
■rewrite a division problem as a
fraction
 Sentence Frames:

a)I know this equation is correct because I did

____ to show ____.
b)I did ________ to show ______.
c)This equation shows _______.