Lindsay Pombier

Lesson Plan
Title: Review – Comparing Products

Subject/Grade Level/ Date(s): Math; 5th grade; 01/17/19

Time Requirements: 15-20 minutes for bell work; 8-10 minutes for daily math fluency; 5 min for
mental math; 15 min review PowerPoint; 30 min snowball fight activity

Materials List:
 Bell work sheets (1 per student)
 Daily math fluency flash cards and tests
 Whiteboard slates/markers or paper/pencil
 Snowball worksheet (1 per student)
 Review PowerPoint presentation

Type of Lesson: Whole group

Connection to Standards: AZCCR 5th Grade Math Standards

 5. NF.B: Use previous understandings of multiplication and division to multiply and divide
fractions.

Instructional Objective: *below is how Elvira requires teachers to write objectives*

Learning Goal: I will understand how different factors affect the product.
Success Criteria: I will determine if a product is greater, less than, or equal to one of its factors.

Active Instructional Plan:

 Anticipatory Set: The lesson will begin with students completing a half sheet for bell work.
This half sheet has four questions that reviews previous concepts and addresses more recent
topics. Students will have about 5 minutes to work independently on their bell work. Then,
we will go over each problem and find the answer together as a class. I will talk through each
problem and show the work on the classroom whiteboard. I will ask students questions at
each step in order to solve each problem. Students will correct their work on their own sheets
as we go over the problems. After bell work, students will take part in daily math fluency.
Students first practice for about 3 minutes using flashcards of their math facts (i.e. addition,
subtraction, multiplication, subtraction). Then, they will take a timed test of their facts.
Students have 5 minutes for 100 facts. When the five minutes is up, I will read out the
answers, and the students will grade their work. After daily math fluency, the class will move
on to mental math. During mental math, I will read out several math problems (i.e. estimate
490+90). Students will listen to the problem and write down their answer on a white board
slate. After 5 seconds, students will show me their boards, and I will give them the correct
answer. The procedures for bell work, daily math fluency, and mental math always remain the
same, and they occur multiple times each week.
 Questions:
 o During anticipatory set:
 During bell work, I will ask questions according to the problem such as:
 What operation do we need to do in order to solve? How do we know?
 What would an expression look like for this word problem?
 When I add fractions, what do I have to do first?
 What are the steps when multiplying decimals?
o During modeling:
 How do I know if a fraction is equivalent to one?
 How do I know that a fraction is greater than 1?
 How do I know that a fraction is less than 1?
 What is another example of an equation that would follow this multiplication rule
(1, 2, 3, or 4)?
o During guided practice:
 What inequality sign would work best for this comparison?
 If I multiply a whole number times an improper fraction, will the product be
larger or smaller than the whole number?
 How can I prove that my answer is correct?
o During independent practice:
 I will walk around and stop in with various students to answer questions, monitor
their progress and understanding, etc.
o During closure:
 Do you have any questions regarding the multiplication rules and/or comparing
products?
 Modeling: During the modeling portion of the lesson, I will go through the review
PowerPoint presentation. The PowerPoint reviews the main concepts taught earlier in the
week including the multiplication rules for comparing and the steps for comparing products. I
will go through each slide asking students questions to ensure that they understand the
concepts prior to beginning our review activity.
 Guided Practice: After reviewing the rules and steps learned previously, I will guide
students through a handful of review problems. The problems are similar to those they have
been working on throughout the week, and they are the same types of problems that they will
find during the review game. Students will have time to work on their problems
independently either on a white board slate or in their math notebooks. Then, I will go over
the problem to ensure that all students understand how to find the correct answer.
 Independent Practice: Students will engage in a review activity known as the snowball
fight. Each student receives a worksheet with review problems on it. The students will each
work independently to solve and answer one of the problems on their paper. Then, they will
crumple up their paper into a “snowball” and throw it across the room. Students will find a
new paper to unfold. They will then solve the next problem on the new worksheet. This will
continue until they have gone through all of the problems. If time permits, there are two
worksheets prepared for the activity so that we could play for two separate rounds.
 Closure: After the snowball fight activity, we will end the lesson by going through a few
problems that students had difficulty solving. I will also allow students to ask any questions
they may still have about the multiplication rules and/or about comparing products.
Assessment/Evaluation: There are several ways to assess students throughout this lesson. During
mental math, students raise up their work to show me their answers. This allows for me to do a
quick check of the concepts students grasp and those they do not. During the PowerPoint
presentation, I will also conduct several informal assessments. For example, I like to ask students
to put a thumbs up if they agree and a thumbs down if they disagree. This is an easy way to gauge
which students are having trouble with the concepts. I will also continuously walk throughout the
room to monitor student progress and assess their understanding of the review problems.

Modifications/Differentiation: During the guided practice and independent practice time, I will
walk throughout the classroom to stop with individual students who may be struggling. I can
provide them with extra support as needed. I can also answer any questions the students have
during this time that may help them solve the problems. For example, some students like to have
me read them the problems multiple times. I will always read problems out loud to students so that
they can hear them and see them.
 Snowball Fight
9 8 4 0
2x2 x 2 _____8 5
x0= 3 x 7 ______ 4
2
Will the product be Will the product be equal
greater than both of its to one of its factors?
factors? How do you How do you know?
know

1 Will the product be less 1 Ms. Esquivel was busy

x 10______ than one of its factors? 5 ______ 5 x 2 baking cupcakes and
2
1 How do you know? pulled 5 trays out of the
10 x 250 x
56 oven. Daniel baked 2/5
3 as many. Who baked
56
more? How do you
know?
 Snowball Fight
18 7 2 0
3x 3
x 4 ______9 3
x0= 2 x 9______ 6
2
Will the product be Will the product be equal
greater than both of its to one of its factors?
factors? How do you How do you know?
know?

1 Will the product be less 1 Daniel ran 7 miles. Ms.

x 15 ______ than one of its factors? 8 ______8 x 2 Esquivel ran 2/3 of that.
2
1 How do you know? Who ran more? How do
15 x 1,567 x
12 you know?
3
12