Name: Grade Level: Day:

Khadija Mohammed 5/E Sunday October 29th 2017

CCSS Standards: 5NFD- Interpret a fraction as division of the numerator by the denominator and
solve word problems involving fractions or mixed numbers.

Main Lesson Aims (Concepts, Procedures, & Processes):

The aim of this lesson is to ensure that students are capable of identifying and understanding that
fractions are divisions. Therefore, this lesson only focuses on teaching students how they
convert/write fractions into divisions. This is because, this topic is heavy and students need to learn
it in steps to ensure that their understanding is satisfied. Although, in the next lesson students will
learn how to solve division word problems. In such way, teacher ensures that students are processing
the information slowly and accurately since this learning outcome will be taught in two days.
Materials:

teacher books NA

student book(s) NA

worksheets/ papers Different types of papers will be given to the students according to their
centers (colourful papers, paper charts and papers that includes equations)

teacher materials White board

student materials/ Mini white boards, markers, pencils, colours, flashcards, scissors, play-
manipulatives dough, glue, paddles and plastic plates.

technology NA

other NA

Key vocabulary with definitions (and pictures if appropriate):

Word Glossary definition Image

Fraction Fraction is a portion that contains numerator and

denominator.

Numerator A number that is on the top of the line.

(The part that gets counted)
 Denominator A number that is on the bottom of the line.
(Total number of equal parts)

Division Splitting or sharing things into equal parts.

Students Prior Knowledge:

Students have learnt about equivalent, comparing, ordering, adding and subtracting fractions.
However, in this lesson they will be introduced to the concept that fractions are divisions and the line
in the middle connotes the division sign. To elaborate, since this topic is heavy students will learn it
in steps in order to ensure that they succeed with processing the information. Therefore, students will
learn in the next lesson how to solve division word problems since this learning outcome will be
taught in two consecutive days.
Possible Problems and Misconceptions:
Negative behavior could occur when working in centers because the centers contain hands on
activities which will require the students to work together as a team. Therefore, some students might
get confused on how to complete or work on a specific center. Moreover, some students might not
understand how to convert fractions into divisions.

Solutions:
Behavior rules will be clearly announced at the beginning of the lesson in order to avoid any
negative behavior from occurring, as they will be told that all centers requires all students to have a
turn. However, if a certain student continued misbehaving she will be told that her whole group will
loose a point from their jigsaw profile (Online behavior system), as well as she will not continue
participating in the specific center she is in. In such way, the student will behave well because her
team will inform her that they want to win points and she needs to behave accordingly. Therefore, all
centers will attract the students since they contain hands on activities and students will behave well
because they will want to complete the activities within the centers. Moreover, teacher will explain
each center to the students before they begin in order to ensure that they are on the right track.
Finally, if students do not know how to convert fractions into divisions, she will remind them of the
song that they will sing at the beginning of the lesson.
 Lesson Schedule
Targeted teacher language: Fraction, numerator, denominator and division.

Student language: Students will share with their teacher the meaning of fractions, numerator,
denominator and division by giving her examples. For example, a student would say Division means
we are sharing equal slices of a pizza.
Engage (warm up, review prior knowledge): Time:

At the beginning of the lesson teacher will:

First, review the classroom behavior rules in order to avoid any occurring
misbehaving. Secondly, she will review students prior knowledge by asking them
what did they learn in their previous math lessons with their teacher (equivalent, 15 minutes
ordering, comparing, adding and subtracting fractions). Then she will announce the
goal and aim of the lesson to the students in order to make them aware of what they
will be learning throughout the lesson (learning about converting or writing fractions
into divisions). Thirdly, she will call out the key vocabulary (fraction, numerator,
denominator and division) that will be heard and used within the lesson, and let the
students guess the meaning of them with providing an example and then she will
explain the key vocabulary. After that, she will inform the students that they will sing a
song called The six steps of converting fractions into divisions (Total Physical
Response is the strategy that will be applied within the song in order to make the
students remember the concept by the song and its moves). Once the students have
finished singing the song, she will explain and model to them how to convert fractions
into divisions on the board. Then, she will hand out mini white boards, markers and
erasers for each group within the classroom and give them four questions to solve in
order to ensure their understanding. For example, teacher will write an equation on the
board (4/2) and tell the students to convert it into division. Also, students must solve
the question together as a team and write their answer on the white board. Once the
students with each group agree on the answer they have wrote on their white boards
they will raise up their boards in order for their teacher check their answer. However,
students will be told that if someone shouts out the answer will loose points because
they are not following the rules. Next, she will move on to the other questions and
ensure that all students are having turn while answering the questions. Therefore,
teacher will include a question about a division equation and let the students figure out
how to express it as a fraction. Finally, she will ask the students if they understood the
topic and if they are ready to begin with their centers.

(Thus, students who are going to behave well and participate within the classroom will
be rewarded by adding point into their jigsaw profile).

Transition: Teacher will transition the students in to the middle part of the lesson
(activity) by saying ABC- 123.
Core (introduce and practice new concepts & procedures):

At the middle of the lesson teacher will:

Inform the students that they will begin with their centers. Then, model and instruct the
students by explaining to them what are the requirements from each center and how
they should solve it.
Center 1: 20 minutes
Students will be given paper charts, paper that contains 10 questions and play-
dough. Students will be given questions that require them to convert fractions
into divisions and divisions into fractions. Their job is to write the answer on
the paper chart then create a circle shape with the play-dough that matches their
answers. For example, a student will be given a question such as 6/3, her job is
to convert that fraction into division (63) and then write it down in to the
paper chart. Next, the student must create 6 circle shapes using play-dough and
add the division sign then create 3 circle shapes next to the division sign.
However, students will answer each question in different charts so one chart
should contain one answer from the question list. Therefore, students will be
given only one list with 10 questions in order for them to finish it as a group.
Hence, they will choose one equation from the list that means students must not
be working on the same question. Once they finished answering a question and
created the chart they will add a tick next to that question in order to inform
their team members that one question is done.

Center 2
Students will be given 10 small cards that contain equations such as (8/4).
Students will put the small cards in the middle of the table and they will take
turns by pulling out one card. Once a student pulled out a card, the card will
contain questions such as the ones mentioned above. Students will be solving
that question individually. They will have colourful papers to write their
answers in it, as they must draw flower shapes that illustrates their answer. For
example, a student will put out a card that contains this equation 8/4, she will
show her card to the rest of the students and they will all begin converting that
fraction into division. After that, she will draw eight flowers and add the
division sign then draw four flowers. Once all of the students have finished
working on the same questions, they will share their answers together and a
different student will pull out a second card and follow the same steps they
have done previously.
Center 3
Students will be given several papers that contain random numbers and
division sign on them. Students must first, order the numbers along with the
sign and then cut the numbers and division sign shape and paste them in the
correct order into their answer sheets. For example, a student has a paper that
contains , 8, 4 she must first think that this should be the correct order 84
and then cut out the numbers and the division sign and paste them in her
answer sheet in the correct order. Students will have several papers to
complete and papers will contain 10 questions. Therefore, students will be
working in different sheets and by the end they will gather their answers that
they have pasted in their papers and check whether they think its correct or
incorrect.

Center 4
Students will be given a paper that contains 10 questions of fractions and
divisions. Each student will have a flashcard with a stick that looks like a
paddle and their job is to choose one question from the list and solve it in their
paddle. Once they have all finished solving that question they will turn their
paddle in order to see each others answer and find out if their answers match
or not. Hence, students will choose one question that they will all solve and
then they will solve it individually and when they are done they will move on
to the next question and follow the same directions.

Center 5
Students will be given a list that contains 10 questions of converting fractions
into divisions. Also, students will be given plates and colours in order to
answer the questions. Students will answer the questions by putting their
finger into the colours paint and print their fingers into the plates. For
example, student will have 8/4 her job is to put her finger in the paint and add
8 finger prints on the left side of the plate and draw the division sign and
finally add 4 finger prints to the right side of the plate. Each student will be
solving different questions from the list.

(Thus, students who are going to behave well and participate within the classroom will
be rewarded by adding point into their jigsaw profile).

Transition: Teacher will transition the students into the last part of the lesson (closure)
by clapping her hand.
Close (wrap up, discussion, brief review activity or assessment):

At the end of the lesson teacher will:

Ask the students if they have enjoyed the lesson and what part they enjoyed the most. 5 minutes
In addition, ask the students if they think that they are confident or not confident with
converting fractions to divisions. Then ask two questions in order to ensure their
understanding for example, tell the students The line of the fraction stays the same
when we write it down as a division. True or false The number on the bottom is
called denominator and it goes to the left. True or false.