You are on page 1of 3

Tori Guerchon

Student Teaching, Spring 2016


January 15th, 2016

Steal the Bacon:


Fractions/Division
Subject/Grade/Date: Math (fractions and division), 5th Grade, January
19th, 2016
Time Requirements: This lesson will take 20-25 minutes in total.
Materials List:
2 sports balls (football, basketball, soccer ball, etc.)
2 white boards
2 dry erase markers
2 napkins to erase boards
Type of Lesson: Whole group, questions, math facts
Connection to Standards:

Mathematical Standards:
5.NBT.B.7. Add, subtract, multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning used.
5.NF.A.1. Add and subtract fractions with unlike denominators (including
mixed numbers).
5.NF.B.3. Interpret a fraction as division of the numerator by the
denominator (a/b = a b). Solve word problems involving division of whole
numbers leading to answers in the form of fractions or mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem
5.NF.B.4. Apply and extend previous understandings of multiplication to
multiply a fraction or whole number by a fraction.
Physical Education Standards:
S1.E2- Locomotor-Running
S5.E2- Challenge

Instructional Objective:
Students will be able to calculate (on the white board or in their heads)
a division or fraction math problem, transfer that knowledge to an
answer, and demonstrate by running that they know the answer.

Active Instructional Plan:


Anticipatory Set:
I will remind students of this game, which they should remember
playing for last quarter. I will review what the rules of the game
are (you will be assigned a number, etc.), and explain to students
that this time, the game will be about division problems and
fraction problems. I will explain what I want students to do, (run
when they have the answer which correlates to their given
number), and explain that they can use the white boards in order
to help them solve the problems.
Questions:
Before the lesson I will ask:
o Who remembers playing this game last time?
o Remember how we used fractions in the lesson today?
We are going to use those in this game.
I will continuously ask students throughout the lesson
such as:
o Does everyone understand?
o Are there any questions about the instructions I just
gave?
I will ask these questions after the lesson:
o Were there any questions about that game?
o Give me a thumbs up with you had fun!
o Who can tell me one of the problems they thought was
difficult during the game?
Modeling:
To model during this lesson, I will demonstrate to students examples of
learning such as saying One Half plus Three Fourths, and showing it
with my fingers, repeating the question to be more clear, etc.
Guided Practice:
I will guide them by consistently checking in during the lesson, making
sure all students are engaged and listening, participating in the game,
and are understanding what is going on. I will repeat the question, or
ask students to pause in order to give more time for students to think.
If most students are stuck on a problem, I will guide them by breaking
down the problem step by step.
Independent Practice:
Students practice their learning independently during the game, and
after the game. Students should be paying attention and consistently
problem solving because their number might be called during the
game. After the game, I will ask for students to raise their hands to
answer questions.

Closure:
For closure, I will ask students to sit in the circle line of the basketball
court, and turn their voices off. I will ask students various questions
about the game; if they enjoyed it, what was different about the game,
what we could change for next time, and review some of the math
problems we went over.
Assessment/Evaluation:
In order to be successful during this lesson, students must be paying
attention, actively listening and participating, and following directions.
Even if students do not know the answer to the problem I call out, they
should be actively trying to solve each problem called out in their
heads or on the white board. I will be using formative assessment,
checking in on students throughout the lesson for comprehension. I will
ask things such as Give me a thumbs up if you know your number! or
Raise your hand if that question was a little difficult for you-lets go
over that before we move on.
Modifications/Differentiation:
To support students with IEP goals, I will modify the question asked for
their number called out. I will know ahead of time which number I will
give those students, and make sure to call out a problem I know these
students can be successful in solving. In order to support ELL students,
I will draw the problems on the white board, and hold it up so they can
visually see the problem. Throughout the game, if I notice students are
struggling, I can easily adjust the difficulty of the problems, as well as
the length of the game.

You might also like