Name: Grade Level: Day:

Khadija Mohammed 5/E Monday October 31st 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 solving division word problems and
identifying that fractions and divisions are the same. Therefore, all students with different learning
levels will learn and apply this concept because this lesson will only focus on how to solve simple
division word problems since they didnt spend enough time learning this topic. Therefore, students
will easily identify that fractions and divisions are the same because they learnt that concept in their
previous lesson.
Materials:

teacher books NA

student book(s) NA

worksheets/ papers Division word problems will be given to all of the students. Also, they will
be given a homework to complete that consists of solving division word
problems and converting fractions to divisions worksheets.

teacher materials Mickeys Birthday Party (a story that was created by me which illustrates
division word problems) and White board.

student materials/ Mini white boards, markers and pencils.

manipulatives
technology Projector and computer (display the story)

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 converting fractions into divisions without solving it. In this lesson
students will learn how to solve division word problems. Therefore, students had a short period of
time learning about solving divisions with their teacher. Throughout this lesson, students will learn
step by step the way of solving division word problems in order to ensure that their understanding is
satisfied. Thus, the reason behind splitting this learning outcome into two lessons is because this
learning outcome is heavy and requires time to teach the students such concept.

Possible Problems and Misconceptions:

Negative behavior could occur when reading the story. In which, students might call out the answers
out loud and such thing could discourage other students while answering the questions. Also, some
students might finish completing the tasks early and interrupt other students who didnt finish. In
addition, lower leveled students might be confused on how to solve the equations when completing
the worksheets that will be given.

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 groups will answer by writing their
answer on the mini board and put it up to show their teacher. 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). 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. In addition, teacher will have
extension tasks for students who finishes early to ensure that they are busy on completing another
task. Finally, teacher will guide the lower leveled students if they struggled by modeling for them
one equation in order to ensure that they are capable of solving the equations by themselves.
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 have they learnt in their previous math lessons with their teacher (converting 15 minutes
fractions to divisions). 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 solving division word problems). 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 be reading a story called Mickeys Birthday Party and
make the students guess what the story will be about. Then she will inform them that
the story contains questions so they need to pay attention and listen carefully.
Therefore, she will handout a mini white board with a marker for each group in order
to solve the word problem together as a team. However, the teacher will model and
explain one equation first on the board for them in order to ensure that their
understanding is satisfied. She will ask the students whether they understood in order
to make them try to solve the rest of the questions within the story by themselves.
Moreover, teacher will inform the students that they will solve the word problems
within the story by writing their answers down on the given mini white boards. Once
they have finished discussing the answer with their team and wrote it down on their
board they will be informed that they need to raise up the board and show their
teacher. Subsequently, she will inform them that students who are going to shout out
the answers will loose points from their Jigsaws profile. Finally, teacher will ask the
students if they are confident with solving division word problems in order to begin
with their activity.

(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 be given differentiated work sheets to complete and
they should whisper while talking in order to not disturb other students while
completing the tasks. Then, she will inform them that if they are done or they have any
questions they should remain in their seats and raise their hands and the teacher will 20 minutes
come to them and clarify their doubts or give them an extension task to complete. In
addition, teacher will be walking around the classroom in order to check on students
work. Therefore, she will monitor the lower leveled students in order to ensure that
they are on the right track and they know what they are suppose to do. Finally, she will
inform the students to check their answers carefully and see if they answered all of the
questions and wrote their name, grade and the date in order to collect their worksheets
and mark them.

(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
adding fractions with same denominator. Finally, ask the students what are the words
that we use in order to identify addition, subtraction and division word problems
(Subtraction: left, Addition: altogether and Division: share equally).