GCU College of Education: 5th Grade Lesson Plan on Fraction Operations

This document presents a detailed lesson plan for 5th-grade mathematics, focusing on the topic of fractions and operations. The lesson plan, developed by a teacher candidate at Grand Canyon University (GCU), covers the addition, subtraction, multiplication, and division of fractions, including the use of equivalent fractions. It addresses diverse classroom factors, including students with varying needs such as ELL students, students with disabilities (Dyscalculia, Dysgraphia, and Phonological Dyslexia), and gifted students. The plan aligns with national and state learning standards, incorporating specific learning targets and objectives, academic vocabulary, and a variety of resources and technologies like Pear Deck and mobile devices. The lesson incorporates multiple means of representation, engagement, and expression, offering differentiated activities and assessments to cater to the diverse needs of all learners. Guided notes are provided to reinforce key concepts, and the lesson plan includes references to educational research. The lesson plan emphasizes real-world applications of fractions and aims to provide students with a comprehensive understanding of fractional concepts and operations.

GCU College of Education
LESSON PLAN
Section 1: Lesson Preparation
Teacher Candidate
Name:
Firstname Lastname
Grade Level: 5th Grade
Date: January 14, 2020
Unit/Subject: Number and Operations – Fractions (NF)
Instructional Plan
Title:
NF. A Use equivalent fractions to add and subtract fractions
Lesson Summary and
Focus:
The lesson will concentrate on how to use the equal fractions to add and
subtract fractions and to use prior multiplication and division concepts to
multiply and divide fractions..
Classroom and
Student
Factors/Grouping:
Total number of schoolchildren are - 15
ELL- 5 (with 3being of high intermediate, with 2 being basic)
Disabled- 3
-Dyscalculia.
- Dysgraphia
Phonological Dyslexia
Gifted in math - 6 (One being the student with Autism spectrum disorder)
The activity- standardized, thus, the students does not feel frightened
throughout the action when multiplying mathematical expression.
National/State
Learning Standards:
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GCU College of Education
LESSON PLAN
Learners gain an understanding as to why division processes work on the
basis of base-ten numerals and system characteristics. We seem to be
proficient in multiplication of digits of whole numbers. Students can use
their place-value information to illustrate patterns correlated with
multiplication, including describing the trend in the number of zeros in a
product. Students knowledge of the division to start work with both the
decimal places. We know when multiplying or dividing, and therefore can
explain the decimal place. Students apply their expertise to the
fundamental understanding of the MD amount by adding and adding
whole quantities (NBT)
Specific Learning
Target(s)/Objectives:
To perform substraction and addition of fractions
To compute fractional word problems that requires addition and
subtraction of the fractions
To do fractional interpretation when dividing whole number with
numerator and denominator as well
To perform multiplication and division of fractions using both whole and
fractions.
To scale fractions through multiplication
To apply fractions in solving real world problems involving
multiplication of fractions
To apply fractions in solving real world problems involving division of
fractions
Academic Language Vocabulary to be used
- apply
- relate
- interpret
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GCU College of Education
LESSON PLAN
- Denominator
- Numerator
- Fraction
- Benchmark
Resources, Materials,
Equipment, and
Technology:
Use of guided notes placed at the end of lesson plans
Using of the Pear Deck
Using URL:
https://docs.google.com/presentation/
● Using mobile phones and chrome books technologies
● Posters for activity
● Diverse colored markers
● using paper slips Slips of paper with expressions on it
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GCU College of Education
LESSON PLAN
Section 2: Instructional Planning
Anticipatory Set Give a real-world example by making use of elementary text books in addition,
provision of additional exercise will be of much help
 Applying visual fractional model to illustrate that 8/15 is gotten by multiplying
4/5 by 2/3, furthermore, additional story describing the question will be created
 Come with a case study or a story that solves 6 ÷ (1/5), and apply the visual
model to illustrate on the same and state what quotient stands for.
 Applying benchmark fractions together with number sense fractions to provide
an estimation of metally and how accurate the answer could be
Time
Needed
5 hours
Multiple Means of Representation
I will use wall charts to represent various types of fractions
I will use Venn diagram in organizing the procedures in solving the problems of the
fractions
I will use flow schemes in illustrating in each step being covered in the unit subject
How to differentiate materials for each of the following groups:
 English language learners (ELL):
Students having English as their first language will be instructed and taught with
concentration
Provide comprehensive print and electronic syllabus specifying course requirements,
course expectations, and due date
 Students with special needs:
Assign textbooks which offers e-book alternatives
Combine competitive activities Information of the course utilizing pictorial, aural, visual
and physical formats
Help make sure accessibility of course material and components through the use of
available papers and webpages
 Students with gifted abilities:
Inspire using of home page and review reading software
 Early finishers (those students who finish early and may need additional
resources/support):
Use the images captioned.
Time
Needed
3 hours
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GCU College of Education
LESSON PLAN
And then choose books which deliver alternatives for e-books.
Implement party social practices
Multiple Means of Engagement
How to differentiate activities for each of the following groups:
 English language learners (ELL):
Build healthy education areas which are welcoming.
Assimilate the education opportunities for service
 Students with special needs:
Allow individual-reflection alternatives in video, audio, or phonetic transcription.
Using one alert system, such as clickers or answer cards
 Students with gifted abilities:
Embed person, companion, group, and large community events
 Use syllabuses to increase target salience
 Early finishers (those students who finish early and may need additional
resources/support):
Allow template option in tasks (oral, handwritten, visual)
Create healthy, supportive education conditions
Time
Needed
5 hours
Multiple Means of Expression
Explain how you will differentiate assessments for each of the following groups:
 English language learners (ELL):
Understanding as much of it as necessary of each learner through teaching each student's
history.
For learners that are still building Foreign language skills, have expectations for all
learners where content must not be "bastardized"
Make available a range of reasearch-based educational approaches
 Students with special needs:
Use continuing evaluation to direct training by conducting unofficial evaluation, that is
vital to fit guidance with changing requirements of students.
Have multiple evaluation forms
Make a distinction the assignments
Time
Needed
4 hours
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GCU College of Education
LESSON PLAN
 Students with gifted abilities:
Working with each other and making all the staff function together
Using adaptable subgroup
 Early finishers (those students who finish early and may need additional
resources/support):
Using versatile grouping
Let all learners understand the subject
Guided Notes
1. Question: Define and explain is a fraction?
Possible response: fraction is a whole number divided into various parts mostly equal
2. Question: What does denominator represent or tells us?
Possible response: It represents the equal parts in which the whole number is divided
into
3. Question: How can 4/5 be composed into unit fractions?
Possible response: 1/5 + 1/5 + 1/5+1/5 = 4/5
4. Question: what is the unit fraction in fractions?
Possible response: any fraction having 1 as its numerator
5. Question: Explain why 1/5 is greater than 1/9 ?
Possible response: 1/5 is divided into lesser parts while 1/9 is divided into many parts
6. Question: What does sixths mean?
Possible response: a whole number divided into 6 sections
7. Question: What do you understand by numerator?
Possible response the upper part of the fractions
8. Question: in which form can fractions be represented?
Possible response: by use of diagrams, pictures and even strip diagrams
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GCU College of Education
LESSON PLAN
9. Question: What do you understand by equivalent fractions?
10. Question: Show how to divide a circle into halves/quarters/eighths
References
Carmichael, S. B., Martino, G., Porter-Magee, K., & Wilson, W. S. (2010). The State of State
Standards--and the Common Core--in 2010. Thomas B. Fordham Institute.
Fry, R. (2011). The Role of Schools in the English Language Learner Achievement Gap. Pew
Hispanic Center.
King, K. A. (2017). Charter schools in Arizona: Does being a for-profit institution make a
difference? Journal of Economic Issues, 41(3), 729-746.
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