Date Taught: Wednesday July 11, 2018 Lesson 2

Co Teaching Strategies: One Teach, One Assist (I will teach the material, Savannah will assist
students), Co Teaching during Guided Practice (I will teach the first activity, then Savannah will
teach the second one) and Independent Practice.

Topic: Multiplication of Fractions

Standard: 5.NF.B.4 Number & Operations--Fractions. Apply and extend previous

understandings of multiplication and division to multiply and divide fractions. a . Interpret the
product (a/b)x q as a parts of a partition of q into b equal parts; equivalently, as a result of a
sequence of operations a x q/ b.

Objectives:
Student-Friendly Objective: SWBAT correctly write and solve their own fraction
multiplication story problem, and correctly solve two story problems from their peers.

Assessment Plan: Students will create their own fraction multiplication story problem, using
correct vocabulary related to multiplication. They will solve their own problem, as well as
correctly solve the story problems of at least two peers.

Materials Needed: whiteboard, dry erase markers, paper, pencil, puzzle pieces set, checkers
board and pieces, tape

Key Vocabulary: times, product, multiplied, by, double, twice

Anticipatory Set (Gain attention/motivation/recall prior knowledge): 5-10 minutes

● ·Pose the following word problem to students: Sally ate 1/8 of a pie. Suzy ate 3 times
more than Sally. How much of the pie did Suzy eat?
● ·Have students talk with each other about how they would solve this word problem.
● ·Call on some students to share how they would solve the problem.
Instructional Inputs:

As we learn new information, it is important that we understand the principles being

taught. If you are confused about ANYTHING during instruction, raise your hand and
Savannah will come help explain it. If many of you are confused, we can all go over it
together.
If we think about multiplication in a more expanded way, what is it that we are really
doing? (addition)
Why is multiplication better in some cases?
 I want you to think about ways you can check your work as we work today with
multiplication, and when you think of a way, raise your hand.
Modeling: 15 minutes
● Explain that students could use either multiplication or addition. Remind students that
repeated addition is another form of multiplying, so multiplication is the most efficient
way to solve this problem.
● ·Explain that today, students will be learning how to multiply fractions by whole
numbers. They will also be writing their own word problems that require this type of
math.
● ·Show students what is to be done and expectations for the process
● ·Revisit the word problem given at the beginning of the lesson. Write "1/8x3" on the
board.
● ·Explain that when multiplying fractions by whole numbers, the first step is to represent
the whole number as a fraction. Remind students that all whole numbers can be
represented as a fraction by putting a "1" in the denominator. Rewrite the problem as
"1/8x3/1."
● ·Show students that in order to multiplying these two fractions, they simply need to
multiplying the numerators together and then multiply the denominators together to get
the product: 3/8.
● ·Show one more example with 2/5x2.
Guided Practice 15 minutes
● ·Divide the group in half. Hand out a fraction multiplication packet with the sheet of
equations to each group. Divide the white board in half.
● ·Explain to each team that for each equation there are two possible answers. On the back
of each answer is a piece of a picture. As they do their equations as a team, they select the
answer they believe is true, and tape it on the whiteboard.
● ·When both teams are finished, we will flip over each piece and see if their pictures
match up.
● ·We will go over any questions missed, as well as help them (Savannah with one group,
me with another).
● ·Savannah will introduce the checkers game. Students will play with partners to review
their multiplication skills.
Reflection:
· Your specific insights into teaching as a result of your teaching experience with this
specific lesson plan. Include at least two things that went well, supported by examples
and/or reasoning and two suggestions for improvement, supported by examples and/or
reasoning.