Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah
Opening Curriculum Spaces Planning Template
Your name
Grade level and school
Curriculum
Title/number of lesson
Teaching date(s) and time(s)
Estimated time for lesson
Overview of changes to lesson (2-3
sentences)
Content Objective/Learning
Goals
What do I want my students
to know and be able to do?
These goals should address
conceptual understanding in
addition to procedural skill.
Connection to Standards
What is the Core standard that
corresponds with this
objective?
Overview
Galiba Dzaja
5th Grade – Liberty Elementary
Eureka Math
Module 3 Day 1 – Equivalent Fractions
11/25/19 from 8:15 to 9:15
1 hour
The overall goal for this lesson is to start it off by including a task
launch. We will discuss the task launch. After the task launch, we
will discuss new vocabulary terms. Then we will move onto the
sprint, application problem and concept development. Students will
have chances to work individually, in pairs and whole class. They
will then complete an exit ticket that will require them to use what
they have learned to solve a problem.
Learning Goals
Students will be able to make and show equivalent fractions by using
a number line, the area model, and numbers/multiples. They will be
able to explain why or how two fractions are equivalent or not.
Standard 5.NF.1
Add and subtract fractions with unlike denominators (including mixed
numbers) by replacing
given fractions with equivalent fractions in such a way as to produce
an equivalent sum or
difference of fractions with like denominators. For example, 2/3 + 5/4
= 8/12 + 15/12 = 23/12.
(In general, a/b + c/d = (ad + bc)/bd.)
Standard 4.NF.1
Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b)
by using visual fraction
models, with attention to how the number and size of the parts differ
even though the two
fractions themselves are the same size. Use this principle to recognize
and generate
equivalent fractions.
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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah
Mathematical practice goals
List at least one goal for
students to engage in specific
mathematical practices (e.g.
Construct arguments, justify
their thinking, and
communicate reasoning to
others.)
Solutions to the task(s)
Start by looking at the
mathematics task(s) that the
children will be working on
during the lesson. Solve the
task(s) yourself. Write a brief
description of what you notice
about the current sequence and
complexity of the task(s).
Anticipating student ideas
Explain what you think will be
students’ prior knowledge about
the content.
Anticipate potential challenges
students might face or
alternative ideas they might
present.
Eliciting student thinking
What opportunities exist in the
original lesson for students to try
out their own strategies and
represent their thinking? If you
do not see any opportunities (or
insufficient opportunities),
describe how you will open
spaces to draw out student
Student’s mathematical practice goal for this lesson is to justify their
thinking and communicate their reasoning to others.
Unpacking the Existing Lesson
The sprint students start with has them find the missing multiple
which connects to what they will be doing towards the end of the
lesson. Students are asked to divide in their application problem and
the answer is a decimal. This connects to their previous lessons. They
are then shown how to write the decimal into fraction form. Here is
where students might get stuck. They might not know how to write it
in fraction form so we will discuss this, and I will show them ways to
do it. From this point and on the tasks progressively get more
difficult. They build on one another.
I believe that the students should already know what the word
equivalent means. They should have already touched on this topic in
fourth grade. They should know how to add and subtract fractions
with like denominators. Students should have already used number
lines and tape diagrams to represent word problems. They should
also know how to multiply and divide.
From experience in the classroom I can see challenges rising up
where some students might not remember how to add and subtract
fractions. Some might still struggle with division and might not know
what multiples are. I might have to review some vocabulary with
them beforehand to ensure they understand. I can see some students
also just wanting to use tape diagrams to represent equivalent
fractions because they have been used to using those the most while
dividing.
There are opportunities for the students to use their own strategies
when we are doing the application problem as a whole class. We can
take the time to discuss the problem and other ways we can solve it
or talk about the multiple strategies/ways we can tackle the problem.
There are not many ways for them to show multiple strategies while
they are completing the concept development problems. I will make
sure to have them work in pairs to solve and talk about the ways they
can represent these problems. I will have a exit ticket problem at the
end where they will explain using words why the picture of the 2
fractions are equivalent and use different strategies to show why they
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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

thinking and representations. are equivalent.

Engaging students in
productive mathematical
discourse
Where in the original lesson are
there opportunities for students
to justify their thinking to others,
compare strategies/
representations, and ask
questions about each other’s
approaches? If you do not see
any opportunities (or insufficient
opportunities), describe how you
will open spaces to engage
students in productive discourse.
There are not designated spots throughout the lesson for
mathematical discourse except for the application problem. There is
opportunity for productive discourse during the application problem,
but it is as a whole class. Throughout Eureka there are reminders that
the teacher should thoughtfully choose which problems students
should do. Rather than having the students do the chosen problems
themselves, I will choose ones they need to do by themselves and
ones they must work on with a partner. This will allow them time and
space to discuss their strategies and justify their thinking with one
another.

Equity and participation In the original lesson students use strips of paper to make equivalent
fractions. This is a great way for them to see what equivalent
Where in the original lesson do fractions look like as they make the strips. If ELLs follow along and
you see strategies that help all make the strips this will be a good way for them to have a visual
students to participate and representation. The student workbooks have rectangles and number
lines for them already drawn to represent equivalent fractions. This is
access the material? Where do
a great way for them to really visualize what the fractions look like
you see attention to supporting
while solving the problem.
ELs to participate? If you don’t
see any opportunities (or
insufficient opportunities),
describe how you will open
spaces to support all students to
be able to access the material
and participate. Consider how
you might use multiple
representations and/or
manipulatives to support access.

Opening Spaces in the Lesson

(Drake et al, 2015)

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah
Rearrange lesson
components
Describe which tasks from
the original lesson plan you
will include in your lesson, as
well as the new sequence of
tasks. Explain why you
selected those tasks and how
you have arranged them in a
way that frontloads problem-
solving and/or reduces or
omits direct instruction. It
might be helpful to discuss in
terms of the Launch-Explore-
Debrief structure.
Adapt tasks
Describe how you will adapt
or utilize existing tasks to
open spaces for children’s
multiple mathematical
knowledge bases by adjusting
numbers, offering choices,
and/or encouraging multiple
representations and
strategies.
Make authentic
connections
Describe what tasks in your
lesson make the mathematics
meaningful and authentic to
your students? Be sure to
explain why the contexts are
relevant for your students.
Informal Check for
Understanding
How will you informally
assess student understanding
From the original lesson plan, I plan on still using the sprints, application
problem and concept development problems. As well as having them
make fraction strips out of paper and using the provided workbooks for
solving the concept development problems.
For my rearranged lesson I want to start the new module/concept by
introducing a task launch problem. I will show them 2 rectangles and ask
them what they notice about the two rectangles. This will get the
students thinking about what we will be learning. I will then write the
fraction each rectangle represents and ask them to explain whether the
rectangles are equivalent or not. This I hope leads them to using a
number line or multiples to show/explain if they are equal or not. Then I
want them to do the provided sprints where they find the multiples of
equations. To get them to practice and thinking about multiples. We will
then do the application problem as a whole class. After that we will
make fraction strips out of paper and move onto our concept
development problems. At the end we will have an exit ticket problem to
do.
During my task launch students will be given opportunities to show what
they know about equivalent fractions and explain how they can
represent why or how they are equivalent. I will utilize existing tasks by
leaving space during the application problem to discuss different
strategies and model them. During the concept development I will circle
problems students must do themselves and problems they need to work
on with partners. Based on time I will have them choose which problems
to do after they have worked on some with their partner and
individually. Students will be encouraged to use number lines, rectangles
or their whiteboards to show their representations of equivalent fractions
and discuss with their peers when working in pairs. When they complete
their exit ticket they will be required to explain and represent why the
fraction is equivalent to show what they have learned.
I think the task launch at the beginning will make the lesson more
meaningful and authentic to students. It will push them to think
equivalence, I might even make it more authentic by using pizzas
instead of rectangles. This might relate to them more. For my exit ticket
part of the lesson I will use a topic that they can relate to as well. I think
making the problems relatable to the students by using food might make
it easier for them to picture or visualize in their head. Many have seen
what a pizza looks like sliced or what a cake looks like sliced.
Assessments
I will assess what students know by looking at their work and listening
to their conversations. One way I will assess to see what they know
before we start is by using the task launch. During this I can see what
students know about equivalent fractions. I will also monitor their
progress and assess them throughout the lesson by listening to them
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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

to monitor learning during the when they are in pairs and paying close attention to their engagement.
lesson? What adjustments will Throughout the lesson I will be walking around and looking at students
you make to your instruction work and asking questions to elicit student thinking.
according to this assessment?

Final Formative My formative assessment at the end is the exit ticket that students will
Assessment be required to complete. The final formative assessment will focus on
the learning goal by making students explain if or why two fractions are
What type of formative equivalent. They will need to show their work by using one or more of
assessment will you the methods we learned in class and by writing. To make sure
implement at the end of your everything is covered I will ask them to be clear and show their work.
lesson? What concept(s) will
your formative assessment
focus on, and how does it
connect to your learning
goals? How will you ensure
that you assess more than
just procedural skills?
Learning Goals In the assessment students will be required to do everything the
Connection learning goal states. They will explain and show what equivalent
fractions are by using either a number line, rectangle model, or
How does your assessment multiples. They will also explain in words why the fractions are
connect to your learning equivalent or not. If the students can do this I will then know that they
goals? How will it help you have met the learning objective.
determine whether your
students have learned and
met the objective(s) of the
lesson?

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Adapted Lesson

Provide a brief agenda for your lesson or full lesson plan below. If it is helpful to you, feel free to use the
UITE lesson plan, amended to support a Launch-Explore-Debrief structure rather than I do-we do-you
do. (You can find a sample template in the week 9 module.) Highlight the places where you made
changes to the lesson and opened spaces for eliciting, building on, and connecting to children’s multiple
mathematical knowledge bases.

AGENDA
1. Task Launch (5 minutes)

 For the task launch we will look at these 2 images. I will ask the students
what they notice about these 2 pizzas.
 We will then discuss what they notice and after that I will ask them if they
know what fraction these two pizzas represent, if they don’t know I will
write the fraction for them.
 Once I have written the fraction, I will ask them again what they notice
about the pictures of the pizzas.
 During our discussions I want to talk about why or how these 2 pizzas are
equivalent.
 Make sure to review the names of the parts of the fraction like numerator
& denominator
Vocabulary
Decompose: taken apart – into parts
Compose/Recompose: to put together – equal sum
Like Denominators: When the bottom part of the fraction is the same number 1/8 &
5/8
Unlike Denominators: When the bottom part of the fraction does not have the same
number 1/8 & 5/9
2. Sprint - Fluency Practice (11 minutes)

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

a. Write the Missing Factor (8 minutes - 4 minutes for each one)

 After this sprint we will go through the answers either by comparing work
with a partner or as a whole class and then do the next.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

 After this sprint we will go through the answers in partners or as a whole

class and move onto the skip counting.
b. Skip-Counting by 1/4 Hour (3 minutes)
T: Let’s count by 1/4 hours. (Rhythmically point up until a change is desired. Show a closed
hand, and then point down. Continue, alternating the starting point.)
S: 1/4-hour, 2/4-hour, 3/4-hour, 1 hour, (stop). 1 1/4 hours, 1 2/4 hours, 1 3/4 hours, 2
hours, (stop). 1 3/4 hours, 1 2/4 hours, 1 1/4 hours, (stop).
3. Application Problem (9 minutes)

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Q: 15 kilograms of rice are separated equally into 4 containers. How many kilograms
of rice are in each container? Express your answer as a decimal and as a fraction.

 I will use the teacher and student prompts above, but I will change it as I
see fit. I will use this time to let students talk amongst each other and as
a whole group. We will share strategies and talk about how we can write
decimals as fractions.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

4. Concept Development (30 minutes)

 First show the different strategies to represent equivalence

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

 We will make our fraction strips after and do the first problem together.
Each student will need 4 paper strips. I will provide them with those. They
will then label them as shown. They will have their math books open to
their problems.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

 Students will do the 2nd problem with a partner they will use their fractions
strips to help them. Then we will go over it together as a class.

 Students will do the 3rd problem individually and once they are done, they
will share with their partner what they & how they did it. I will also model
it up front once I see most of the class is done.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

 If we run out of time, we will have to skip problem 4. If we still have time
before the exit ticket, we will do problem 4. The students will work either
in pairs or as a table group to solve the last problem using their white
boards.

5. Exit Ticket (5 minutes)

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

 I will have this image up for the students to look at they can either
answer on their whiteboards or a piece of paper.

Q: Write the fraction shown for each pizza. Explain why these fractions are
equivalent using words and a strategy you learned in class today.

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