CSUDH LESSON PLAN FORMAT

Candidate: Alexia Mayorga (202537517) Subject: Math

Grade Level: 4th Grade Date: March 13, 2020
I. Standards
Content: Literacy:
CCSS.MATH.CONTENT.4.NF.B.4: CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of
Apply and extend previous understandings of multiplication collaborative discussions (one-on-one, in groups, and
to multiply a fraction by a whole number. teacher-led) with diverse partners on grade 4 topics and
CCSS.MATH.CONTENT.4.NF.B.4.B: texts, building on others' ideas and expressing their own
Understand a multiple of a/b as a multiple of 1/b, and use clearly.
this understanding to multiply a fraction by a whole
number. For example, use a visual fraction model to express
3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In
general, n × (a/b) = (n × a)/b.).
CCSS.MATH.CONTENT.4.NF.B.4.C: Solve word problems
involving multiplication of a fraction by a whole number,
e.g., by using visual fraction models and equations to
represent the problem. For example, if each person at a
party will eat 3/8 of a pound of roast beef, and there will be
5 people at the party, how many pounds of roast beef will
be needed? Between what two whole numbers does your
answer lie?
II. Description of Content
- In this lesson students will be immersed into the world of baking and will become bakers in training. For their
training their will be four stations, cookie baker training, cupcake baker training, cake baker training, and decorating
training. Each station has a set of fraction multiplication problem. The cookie station had whole number-to-fractions
less than one, the cupcake and cake stations had word problems, and the decorating station had fraction less than
one-to-fraction less than one problems. Students are strategically grouped (four groups in total) to work alongside
students who work well and encourage each other while also communicating the skills and strategies they used. Each
group will be at each station for 15 minutes, during that time students are encouraged to discuss strategies and use
any notes they have. After the 15 minutes, the groups will rotate to the next station, this will continue until the lesson
is over.
III. Learning Outcome
Objective(s) for Content: Objective(s) for Literacy:
By the end of the lesson students should recollect all By the end of the lesson students will have fully engaged
strategies we have learned to multiply fractions. This is in multiple collaboration scenarios with their peers. The
done by having different types of stations where each one students would have gathered multiple knowledge of
is designated for their own strategy, strategies we have different strategies by discussing their own to their peers.
previously done and class and have consistently been Conversating back and fourth about what approach they
using. For example, the word problem station is designed used.
for them to use a 3-column chart to organize the
information written in the problem or a simple bullet point
system. From there, students can then share with their
group which strategy they used to solve the problem and
see that both (or more if possible) result in the same
solution.
IV. Curriculum Connection
- Students will apply their previous understandings of multiplying fraction problem. Unit fraction-to-unit fraction, unit
fraction-to-whole number, fraction less than one-to-fraction less than one, fraction less than one-to-whole number,
fraction greater than one-to-fraction greater than one, etc. Students will solve word problems by using visual
representation or other strategies.
V. Academic Language: Language Demands, Vocabulary, Key Genre
- Multiplication
- Fractions
- Word problems
- Strategy charts
VI. Materials
- Math Bakery (TPT purchase; shown throughout lesson plan)
- PowerPoint (screenshots below)
- Pencil
VII. Instruction
a. Engagement (Motivational Activity, Recall of Prior Knowledge, Connection to Background Experience. Include
academic and literacy scaffolding and differentiation strategies for EL, special needs, struggling, gifted, at risk, etc.)

 Engagement Scaffolding and Differentiation Strategies for Academic and Literacy

Development
- I will begin the lesson by telling the students they are officially going to begin training to become bakers, as I know
the students enjoy cooking and baking with their family, their interest in the activity will peak.

*The PowerPoint, and other materials used in this lesson, I used are from a Teacher Pay Teachers order, respecting
the guidelines and copyright laws. (TPE 3.7)

 Engagement Assessment Strategies (Formative and checks for understanding including scaffolding
strategies for individual learners)
- I will be presenting a PowerPoint to engage the students and support their learning by showcasing the directions.
The students will be told that there will be four different stations (pictured in slide below).
 b. Instructional Sequence (Teaching Methodology With Student Activities - includes academic and literacy
scaffolding and differentiation strategies for EL, special needs, struggling, gifted, at risk, etc.)
 Instructional Scaffolding and Differentiating for Academic and Literacy Development
- After I explained the four different stations, students will then be told how to complete each station. (Slides below)

- Since the activity persuades students to use strategies they are comfortable with, I will ensure that when they are
finished, they will discuss what strategies they used to solve their problem (analysis). This way, they evaluate their
own work while engaging in higher-order-thinking when applying a new strategy (synthesis and evaluation).
Students may apply the new strategy into a problem and see if they got the same result (interpretation). They will
then be able to transfer this knowledge into completing the following workstation. In this activity students all have
equal access to any notes based on the content, they may use notes to evaluate their work and challenge themselves
by trying a new one, that they or their partner did not try. Looking through the activity components, I wanted to
make sure I used the UDL principles to make sure that my students were engaged. First, I made sure to have multiple
means of engagement. I did this by having different stations were all students are engaged with each designated
activity. I also wanted to make sure that each station had different ways of representing information. Whether it was
a table or word problem, I wanted to make sure that information would be presented in a variety of ways. This can
help students with different learning styles. Finally, allowing each station to have its own designated set of strategies
would allow students to demonstrate one or more way to solve a problem. This will then allow students to assess
each other’s work by using a different strategy. (TPE 3.8)
 Instructional Assessment Strategies (Formative and checks for understanding including scaffolding
strategies for individual learners)
- To ensure that students are understanding the instructions for each station are, I will first model how each station are
expected to be completed.
- To check for understanding, I will be asking students if they understand, and are encouraged to ask questions of they
need for clarification. I will also ask question on how to solve a problem as I am modeling.
 c. Application Activity
 Application Activity scaffolding and differentiating strategies for Academic and Literacy
Development

- The students will then break into their groups and start their training. The materials above are the worksheets and
problems they will be completing at each station. Each round will consist of 15 minutes, during those 15 minutes I
will be walking around, checking for understanding and aiding those who need assistance.
 Application Assessment (summative)
- I will know if students understand the content by doing an informal assessment (walking around and checking their
work) and by having them explain to me their strategy in specific detail. When I am walking and observing, I will be
listening for key words and looking for strategies we have done in the class to get their answer. Whether they use a
number bond or tape diagram, students will showcase their work in the space provided, this will tell me if they
understood the content of the problem
VIII. Accommodations for Individual Learners

-
The materials above are half sheet direction cards that will be taped at each station, so students can read he
directions in case they forget, need help in getting started, or prefer to read rather the directions.
IX. Homework (if appropriate)
- No homework
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