Lesson Title: Book Cover Design Contest
Date: _____________ Teacher(s):
Course: Common Core Mathematics 5
Start/end times: _________________________
Lesson Objective(s):
5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number and compute such quotients. For
example, create a story context for (1/3)  4, and use a visual fraction model to show the quotient. Use the
relationship between multiplication and division to explain that (1/3)  4 = 1/12 because (1/12)  4 = 1/3.
*This lesson would be appropriate after students have been taught a conceptual understanding of dividing a fraction
 for a follow-up lesson would be to examine the relationship between multiplication
by a whole number. Suggestion


and division.
MP3: Construct viable arguments and critique the reasoning of others.
MP4: Model with mathematics.
MP5: Use appropriate tools strategically.
Lesson Launch Notes:
Lesson Closure Notes:
Show students the problem 24  6 and ask them to
come up with a real-life scenario in which this problem
can be used. Students may write, draw a picture or use
physical objects (classroom manipulatives) to represent
 to PowerPoint Slide 2. (Look for
their problem. Refer
evidence of MP4.)
Bigster & Lilster have decided to create a new cover for a
music textbook as well. A portion of the cover is going to
be taken up by pictures of musical instruments. There are
several instruments displayed on the front cover. If each
instrument takes up approximately 1/9 of the book, and
1/3 of the book is devoted to instruments, how many
instruments are displayed?
Ask Students: What does the quotient mean in the
context of your problem? Clarify vocabulary, symbols
and mathematical notation and symbols.
Lesson Tasks, Problems, and Activities (attach resource sheets):
1. Display multiple textbooks around the room. Have students walk around the room examining the design and/or
picture on the textbooks.
2. Share with students the following: “Bigster & Lilster publishing company is coming out with new textbooks for
the following school year. They will be providing new books for Math, Science, Social Studies, English and
Health. In order to involve students, they are holding a contest for students to design a portion of the front cover.
Each discipline has a different amount of cover space for this design.” Refer to PowerPoint Slide 3.
3. Share the Contest Rules with students. Refer to PowerPoint Slide 4.
4. Allow students to choose which subject they would like to work on and get into those groups. Distribute a laptop
to each group. (Look for evidence of MP5.)
5. Have students access the “Designing a Textbook Cover” PowerPoint located in the school’s campus folder.
Students will scroll to the appropriate slide on the PowerPoint.
6. Distribute manipulatives for students to use during this lesson such as a number line, graph paper, fraction
circles, fraction squares and/or fraction strips. (Look for evidence of MP5.)
7. Distribute the Student Checkpoint Sheet to each group as a means of self-regulation. (Look for evidence of
MP3.)
8. After an appropriate amount of work time has been given, have each group present their textbook cover design.
They will demonstrate how they determined the amount partitioned using a visual fraction method. The
presenters will ask the rest of their classmates their “Design Dilemma” question and give them time to complete.
(Look for evidence of MP3.)
Option: After multiple classes have completed this assignment, students could vote on their favorite design for each
subject.
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.
Lesson Title: Book Cover Design Contest
Course: Common Core Mathematics 5
Date: _____________ Teacher(s):
Start/end times: _________________________
Evidence of Success: What exactly do I expect students to be able to do by the end of the lesson, and how will I
measure student mastery? That is, deliberate consideration of what performances will convince you (and any outside
observer) that your students have developed a deepened (and conceptual) understanding.
Students should be able to divide a fraction by a whole number and use a visual fraction model to show the quotient.
The teacher will assess the mastery from the information presented in the group presentations.
Notes and Nuances: Vocabulary, connections, common mistakes, typical misconceptions, etc.
Vocabulary: dividend, divisor, quotient, partitioned
Connections: Expose students to possible math and/or art contests
Resources: What materials or resources are essential
for students to successfully complete the lesson tasks or
activities?
Homework: Exactly what follow-up homework tasks,
problems, and/or exercises will be assigned upon the
completion of the lesson?
Sample textbooks (Science, Social Studies, Math,
Health, etc.)
Graph Paper
Number Line
Fraction Manipulatives
Art supplies
To be determined by the teacher.
Possible question: If the front cover of your textbook has
an area of approximately 70 square inches, how much of
the textbook is devoted to the student design?
Lesson Reflections: What questions, connected to the lesson objectives and evidence of success, will you use to
reflect on the effectiveness of this lesson?
Have my students mastered understanding of the standard?
How will I adjust the next lesson based on my students’ current understanding?
Howard County Public Schools Office of Secondary Mathematics Curricular Projects has licensed this
product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
HCPSS Secondary Mathematics Office (v2); adapted from: Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student
achievement. Portsmouth, NH: Heinemann.