TeacherCandidate:

_HayoungYoo_________

Date:
4/21/15____

THEUCILESSONPLANNER

Part1:ClassroomInformation

Grade:
_5th__

MentorTeacher:
_IngridBeaty_______
School:
_CRA______________

GroupSize:
_28___
LessonLength:
__60___
minutes

Part3:PlanningfortheLesson

A:Standards

i.
KeyContentStandard

CCSS.MATH.CONTENT.5.NF.B.4

Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionorwhole
numberbyafraction.

B.Objectives

i.
LearningObjective
:Thestudentswill(DO__)to(LEARN___).

Thestudentswilldevelopanunderstandingofandknowhowtoapplythewordofasrelatedto
mathematics.

C.AnticipatedGapsandMisconceptions

studentsthinkofjustmeanstomultiplythenumberstogether
studentsareunsureofwhichnumberstopartitionfirstwhenseeinganofexpression(ex.
of)

D.LessonResources/Materials(e.g.,handouts,manipulatives,textpages,specialsupplies):

handouts,individualwhiteboards

Part4:InstructionalSequenceEngagingStudentsintheLearningProcess

Introduction(__5_min.):
Describehowyouwillmakeconnectionstopriorknowledge,tapintotheir
experiencesandinterests,andletstudentsknowwhattheobjectiveofthelessonis.

Statetheobjective:studentswilldevelopanunderstandingofandknowhowtoapplythewordofas
relatedtomathematics.

SetthepurposewiththestudentsthatwewillbefocusingonMathematicalPractice#1(Makesenseof
problemsandpersevereinsolvingthem)

BodyoftheLesson(__45__minutes)
:Describestepbystepwhattheteacher
and
thestudentswill
bedoingduringthelesson.

Launch:
Wordproblem:

ofthestudentsintheclassroomaregirls.ofthegirlsarewearingdresses.Whatfractionofthe
girlsarewearingdresses?

Readthewordproblemoutloud.
Whatquestionsdoyouhave?
Whatinformationdoweknow?
Whatinformationdowenotknow?
Teacherwillhavethestudentsbuddyshare.
ExplainwhatstudentswillbedoingwithStudent1andStudent2.Tellstudentsthattheywillneedto
analyzeandstudyStudent1andStudent2sworkforunderstanding.
Brieflyreviewdefinitionofpartition

Discusshowtohaveaconversationwiththeirpartner.Tellstudentstheyneedtobeengagedwithone
another,listentoeachother,etc.
Sentenceframes:IagreewithStudent1/Student2because____IdisagreewithStudent
1/Student2because____
Discusshowtoexplaintheirthinking.
Givenonexamplesoftypesofexplanations.

Explore:
Teachersendsthestudentstoworkontheproblemwithadesignatedpartner.
Duringpartnerworktime,theteacherisgoingaroundtohelpstudentswhoarestrugglingbyasking
probingquestions(informalassessment).
Pick1or2studentexamplestoshareduringthediscussion

Discussion:
Havestudentsputup1fingeriftheyagreewithstudent1andputuptwofingersiftheyagreewith
student2.
Tellstudentstobuddysharewhytheyagreewithstudent1orstudent2byusingthesentenceframes.
Askstudentstosharewiththewholeclasswhytheyagreewithstudent1orstudent2andwhy.

AcademicLanguageInterval:Studentswillexplainwhytheyagreewithstudent1orstudent2.
Studentswillsay:Iagreewithstudent1orstudent2because________.
Encouragestudentstoagreeordisagree:Iagreewith____because____Idisagreewith
___because_____.

Askwhyitmatterstopartitionfirstinsteadof.

Thinkingoftheexpressionwrittenonthepaperandtheconnectionithastothewordproblem,what
doesthewordofmean?
Misconception:ofmeanstomultiply
Say:youmayusemultiplicationtosolvethistypeofproblem,butthatsnotalwaysthecase
Example:5of6apples
Ask:Doesthatmeantomultiply?
Defineofasawholeclass(Chartthedefinitionofthewordof)
of:apartofsomethingrelationshipofhowmuchyouhavetohowmuchthereis

*Ifastudentsaysthatthewordofmeansapartofawhole.
3of5applesofofmypizza(Ask:Whatisthewhole?)(awholedoesn'thavetobeoneorawhole
number)
Doesofalwaysmeanpartofawhole?

Closure(___10___minutes)
:
Describehowyouwillleadthestudentstosummarizethelessonand
restatethelearningobjective

Givestudentsmoreexamplesandhavethempracticedrawingdiagramsontheirwhiteboardswitha
partner.
Tellthestudentstoonlyuserectangularmodelstopartition.NoNumbers.
Tellthestudentstohaveaconversationwithapartnerofwhichnumbertopartitionfirstandwhy
beforedrawingitoutonthewhiteboard.
Tellstudentstocirclethenumberthattheypartitionedfirst.
Bringthestudentsbacktogetherandcharttheproblem.
Askwhyyouwouldnotpartitionorfirst.

of
of

of4/7
EXITSLIP(FormativeAssessment)