Concordia University Nebraska Education Department Lesson Plan Format

Name: Payton DeMers-Sahling Grade Level: 5th Grade

Topic/Central Focus: Subject: Math

Dividing and multiplying fractions with whole Time Frame: 45min
numbers

Standard(s) to be met in the lesson:

MA 5.1.2.c Multiply a whole number by a fraction or a fraction by a fraction using models and
visual representations.

MA 5.1.2.d Divide a unit fraction by a whole number and a whole number by a unit fraction.

MA 5.1.2.e Explain division of a whole number by a fraction using models and visual
representations

Learning Objective: Assessment Tool(s) and Procedures:

TSWBAT: Discussion
-Identify equation of whole number divided by Practice on the board
a fraction or whole number Paper turned in at the end of lesson
-Divide and multiply fractions w/whole numbers Worksheets
and other fractions
-Recognize and accomplish special step when
dividing fractions: Invert and multiply

Research-Based Best Practice used in lesson and why it is appropriate/useful

Schema Instruction
Teaching students how to identify problem types based on a given problem’s underlying
structure, or schema. This is the goal in recognizing the questions they are asking us to
solve in the book.

Visual Representations
The purpose of this visual is to reflect a student’s understanding of the problem and to
help her correctly solve it. This can be used in the picture book when the animals and people
are turned into frogs. It represents the inverting step in our equations.

Student Engagement used throughout the lesson

Recorder
Ask questions about the story
Concordia University Nebraska Education Department Lesson Plan Format

Key Vocabulary:
Invert, multiply, divide, fraction, whole number

Materials: Technology:
Picture Book Power Point Slides
White Board
Marker
Power point

Faith/Values Integration:
NONE

Assets (Knowledge of Students: personal, cultural, community)

Previous knowledge from past lessons. Experiences in real life situations with math.

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

Have books for other students to follow along while reading

Have equations found in the book written down on a handout for students to look at
Extra sheet with set fractions and whole number problems to work through instead of class suggestions
Worksheet options
-Divding small fractions by fractions
-Dividing whole numbers by fractions

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
Today we are going to read a story that has math hidden within. It will be our goal as a class
to recognize the questions the book is asking us. Do you think we can do that? This will be
our review of dividing and multiplying fractions.

B) Communicate the purpose of the lesson to students (objective/assessment)

We are just starting to learn about all the different things we can do with fractions and whole
numbers. Whether that be adding them or subtracting them, multiplying or dividing. Dividing
can also mean multiply but only if we do something special. We struggled with this concept
last week so we are going to go over it again. We will be reading a picture book to help us
with this. So todays objectives are… Start Slideshow

• We will be able to identify equations with a whole number divided by a fraction

Concordia University Nebraska Education Department Lesson Plan Format

• We will be able to identify equations with a fraction divided by a fraction

• We will be able to invert and multiply

Before we start reading, we need someone to keep track of the numbers that come up in the
story.

NEXT SLIDE

C) Instructional Sequence:

Can I get a volunteer to write down the numbers when this phrase is heard
throughout the story? – Write the phrase “________ divided by _________.”
You can come up to the board and write it where everyone can see.

Now that we have our recorder, let’s start reading!

NEXT SLIDE

Read pages 1 – 6

NEXT SLIDE

Can anyone tell me what is happening to the animals? They are turning into
frogs

Right! Keep watching!

Read pages 7-9

NEXT SLIDE
Why is Peter confused here? Let’s look at his math. What are the numbers
used here?
24 x ½
12 would be left
And other 12 would disappear
But that is not what happens.

NEXT SLIDE

Does something change when we divide a fraction?

How do we go from 12 soliders to 24?

Let’s keep reading and see if we find out.

Read pages 10 -17

Concordia University Nebraska Education Department Lesson Plan Format

NEXT SLIDE

What is the equation that we have here?

12 divded by 3

NEXT SLIDE
Each time they do this something special happens> They are turned to frogs.
We have to do something special too to be able to divide 12 by 3. What do we need
to do?
Invert and multiply.

12 times 1/3

Read the rest of the book

NEXT SLIDE

Let’s Practice

• When dividing by a fraction we must…

• Invert and multiply
• We invert the … Second fraction
• 3/5 divided by 4/7
3/5 x 7/4 =
21/20 =
1 1/20
NEXT SLIDE

Have students come up to board and write and solve equations.

Take suggestions from the class for fractions/numbers. Do this 3 times.

Show worksheet options

-Divding small fractions by fractions
-Dividing whole numbers by fractions

NEXT SLIDE

D) Closure:

Now that we know what to look for and we have had more practice, let’s
look back to the book. Are there any equations that we can do that did not
specifically ask us to solve with our set phrase in the story?
Concordia University Nebraska Education Department Lesson Plan Format

Go back through the book and find those problems. Then go ahead and solve them.
Write them down and turn them into me when you are done. This will be your
homework for the day.

NEXT SLIDE

(15 / 3 : 15 x 1/3 = 5) – Page 3

(8 / 4 : 8 x ¼ = 2) Page 5
(12 / 3 : 12 x 1/3 = 4) Page 6
(24 / 2 : 24 x ½ = 12) Page 9