MONDAY
Name: Anne Carroll
Date: November 16, 2015
Grade Level: 5
Subject Area: Math
Unit Topic/Title: Multiplication and Division of Fractions
Lesson Title: Review Stations
Indiana Common Core Standard(s):
5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole
number and to divide a whole number by a unit fraction.
5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed
numbers (e.g., by using visual fraction models and equations to represent the problem).
5.AT.4: Solve real-world problems involving division of unit fractions by non-zero whole
numbers, and division of whole numbers by unit fractions (e.g., by using visual fraction models
and equations to represent the problem).
PS: 1,2,3,5,6,7 Process standards should be embedded in and taught with all content
standards.
Lesson Objectives: Students will be able to multiply fractions.
Students will be able to represent fractions visually.
Students will be able to convert whole and mixed numbers to improper fractions.
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad
Quiz and Quiz answers
Laptops
Whiteboards/Markers
25 copies Fraction Quilt
Students: Pencils
Quizzes
Math Journals
Crayons/Colored Pencils
Scissors
Introduction: Review: Review answers from quiz. Walk students through each step. Do a song
and dance about changing whole and mixed numbers into improper fractions.
Stations:
Group 1: James, TyJeira, Jacob, Ta’Naijah, Anthony, Donnie, Jayviant
Group 2: Jasann, Aysha, Alexander, Jareth, Jeremiah, Wynter, Mohamed
Group 3: Huma, Jumeah, Daisha, Zarria, Kaveonna, Caleb
Station 1: Reflex
3, 2, 1
Station 2: Fraction Operations – Students will work with the teacher on white boards to solve
fraction problems that involve changing a whole/mixed number into an improper fraction.
1, 3, 2
Station 3: Fraction Quilt – Students will color a quilt to fulfill fraction requirements.
2, 1, 3
Assessment: Quilt, Morning Work, Teacher Observation
SPECIFIC DIFFERENTIATION ASPECTS
Technology Aspects: SMART board to project work. Microphone to project teacher’s voice.
Music to keep students calm and on task.
Developmental Aspects: Interpersonal, Intrapersonal, Visual/Spatial, Logical/Mathematical,
Linguistic, Musical, Bodily/Kinesthetic, Naturalistic
Activity
Introduction
Station 1
Station 2
Station 3
Multiple Intelligence
Interpersonal, Intrapersonal, Visual/Spatial,
Logical/Mathematical, Linguistic
Intrapersonal, Visual/Spatial,
Logical/Mathematical, Musical,
Bodily/Kinesthetic
Interpersonal, Intrapersonal, Visual/Spatial,
Logical/Mathematical, Linguistic, Musical,
Bodily/Kinesthetic
Interpersonal, Intrapersonal, Visual/Spatial,
Logical/Mathematical, Linguistic, Musical,
Bodily/Kinesthetic
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection:
TUESDAY
Name: Anne Carroll
Date: November 17, 2015
Grade Level: 5
Subject Area: Math
Unit Topic/Title: Multiplication and Division of Fractions
Lesson Title: Fliptify Multiply
Indiana Common Core Standard(s):
5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole
number and to divide a whole number by a unit fraction.
5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed
numbers (e.g., by using visual fraction models and equations to represent the problem).
5.AT.4: Solve real-world problems involving division of unit fractions by non-zero whole
numbers, and division of whole numbers by unit fractions (e.g., by using visual fraction models
and equations to represent the problem).
PS: 1,2,3,5,6,7 Process standards should be embedded in and taught with all content
standards.
Lesson Objectives:
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad
25 copies of worksheet
Students: Pencil
Math Journals
Introduction: Review: Short review on multiplying fractions. Remind students to multiply
across, then simplify, or simplify, then multiply across.
Modeling: Picture This: Story Problem involving ¼ of a birthday cake leftover, and splitting it
equally among 3 people. How much of the original cake does each person get? Draw a cake and
shade in ¼ of it. Split it in 3. Highlight 1 of those pieces. The answer is then that of 1/12. Draw a
few more problems with cake. (3 cakes split into 1/4s, how many friends can have a piece?)
Show how the answer matches up with flipping the dividend and multiplying.
Guided Practice: Fliptify: Use hand gesture and phrase (fliptify multiply!) Show how to flip the
fractions. Practice flipping, giving students a chance to practice on their own. Start tagging in
problems.
Independent Practice: Dividing Fractions Worksheet: Students should take the time to
complete this worksheet.
Assessment: Teacher Observations, Worksheet, Morning Work
SPECIFIC DIFFERENTIATION ASPECTS
Technology Aspects: SMART board to project work. Microphone to project voice.
Developmental Aspects:
Activity
Introduction
Modelling
Guided Practice
Independent Practice
Multiple Intelligence
Interpersonal, Intrapersonal,
Logical/Mathematical
Interpersonal, Intrapersonal,
Logical/Mathematical, Visual/Spatial,
Linguistic
Interpersonal, Intrapersonal,
Logical/Mathematical, Bodily/Kinesthetic,
Linguistic, Visual/Spatial, Musical
Interpersonal, Intrapersonal,
Logical/Mathematic, Visual/Spatial
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection:
WEDNESDAY – Star Base field trip
THURSDAY
Name: Anne Carroll
Date: November 19, 2015
Grade Level: 5
Subject Area: Math
Unit Topic/Title: Multiplication and Division of Fractions
Lesson Title: Fraction Division Stations
Indiana Common Core Standard(s):
5.C.7: Use visual fraction models and numbers to divide a unit fraction by a non-zero whole
number and to divide a whole number by a unit fraction.
5.AT.3: Solve real-world problems involving multiplication of fractions, including mixed
numbers (e.g., by using visual fraction models and equations to represent the problem).
5.AT.4: Solve real-world problems involving division of unit fractions by non-zero whole
numbers, and division of whole numbers by unit fractions (e.g., by using visual fraction models
and equations to represent the problem).
PS: 1,2,3,5,6,7 Process standards should be embedded in and taught with all content
standards.
Lesson Objectives: Students will be able to solve fraction division problems, including
problems with whole and mixed numbers.
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad
25 copies of Word Problems/Picture Fractions
Whiteboards/Markers/Erasers
Students: Math Journals
Pencils
Introduction: Review: As a class, review how to set up division problems for fractions, then
review how to multiply fractions.
Stations:
Group 1: James, TyJeira, Jacob, Ta’Naijah, Anthony, Donnie, Jayviant
Group 2: Jasann, Aysha, Alexander, Jareth, Jeremiah, Wynter, Mohamed
Group 3: Huma, Jumeah, Daisha, Zarria, Kaveonna, Caleb
Station 1: Reflex
3, 2, 1
Station 2: Word Problems
2, 1, 3
Station 3: White Board Races/Review
1, 3, 2
Assessment: Word Problems, Teacher Observations
SPECIFIC DIFFERENTIATION ASPECTS
Developmental Aspects:
Activity
Introduction
Multiple Intelligence
Interpersonal, Intrapersonal, Visual/Spatial,
Logical/Mathematical, Linguistic
Intrapersonal, Visual/Spatial, Musical,
Linguistic, Logical/Mathematical
Intrapersonal, Visual/Spatial, Linguistic,
Logical/Mathematical
Interpersonal, Intrapersonal, Visual/Spatial,
Logical/Mathematical, Bodily/Kinesthetic
Station 1
Station 2
Station 3
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection:
FRIDAY
Name: Anne Carroll
Date: November 20, 2015
Grade Level: 5
Subject Area: Science
Unit Topic/Title: The Moon
Lesson Title: It’s Just a Phase
Indiana Common Core Standard(s):
5.2.4 Use a calendar to record observations of the shape of the moon and the rising and setting
times over the course of a month. Based on the observations, describe patterns in the moon cycle.
Lesson Objectives: Students will be able to identify the moon phase by its shape.
Students will be able to predict when a certain phase of the moon will occur.
Students will be able to describe how the moon changes phases.
INSTRUCTIONAL OVERVIEW
Materials:
Teacher: SMART board
Touch Pad/Doc Cam
25 copies of Moon Phases worksheets
25 copies of Moon Booklet
Students: Science Journals
Pens
Introduction: Recap: Discuss what we learned last week about the moon. Students should be
able to list the activity, as well as describe how the shadow of the moon caused the moon to
appear to change shape. Students will also be able to tell me that the moon does not really
change shape. We will discuss how the light moves from right to left, and the shadow moves
right to left because the moon travels counterclockwise around the earth.
Modeling: 8 Phases: List and draw the 8 phases. Describe how we start with the new moon, then
we get waxing crescent, 1st quarter, waxing gibbous, full moon, waning gibbous, 3rd quarter,
waning crescent and back to new moon. The cycle takes 28 days, and 1st quarter happens at day
7, full happens at day 14, and 3rd quarter happens at day 21.
Guided Practice: Moons: Show how moon phases works with the sun by filling out sheet.
Independent Practice: Booklet: Students will fill out a booklet, describing each of the 8 phases
the moon goes through
Assessment: Booklet, Moon sheet, Teacher Observations
SPECIFIC DIFFERENTIATION ASPECTS
Developmental Aspects:
Activity
Introduction
Modeling
Guided Practice
Independent Practice
Multiple Intelligence
Interpersonal, Intrapersonal, Linguistic
Interpersonal, Intrapersonal, Linguistic,
Visual/Spatial, Logical/Mathematical
Interpersonal, Intrapersonal, Visual/Spatial,
Logical/Mathematical
Interpersonal, Intrapersonal, Linguistic,
Visual/Spatial, Logical/Mathematical
PROFESSIONAL REFLECTION (completed after the lesson is taught)
Reflection: