MATH LESSON PLANS

Cotaught with classroom teacher

Date: Thursday, February 25, 2016, 1:30 2:55pm
Grade Level: 5th
Subject Area: Math
Lesson: 5.8 Area Models for Fraction Multiplication
Objectives:
Students will multiply fractions using traditional method
Students will practice using area models to multiply fractions
Students will read and interpret graphs
Materials:
Pencils
2 color pencils, markers, or highlighters
Projector
Whiteboard, dry erase markers
Student math journals
Copy of math journal page for projector
Math sheets (10 copies)
Everyday math teachers manual for reference (if needed)

Procedure:
Group 1:
Traditional method only:
These students will not be doing
the lesson involving graphing from
their everyday math journals. A
augmented and separate lesson
that matches these students needs
has been prepared and is below.
1. Teach traditional method of
multiplying fractions. First,
teach students that although
we have been working on
finding common denominators
because we need them to add
and subtract fractions, we do
not need to find a common
denominator when multiplying
fractions. (Repeat throughout
lesson).
2. To multiply fractions, we
multiply the first numerator by
the second numerator.
Likewise, we multiply the first
denominator by the second
denominator.
3. The resulting products give us
the product of our fractions.
4. Review and practice concept.
5. Pass out math sheets for
students to complete.
6. These students will need
specific practice with 2x2

Group 2:

Group 3:

Math journal page 177 (teachers

guide pg. 492)

Math journal page 177

(teachers guide pg. 492)
+ Writing extension

1.

1.

2.

3.
4.

Draw graph on board with 4

increments horizontally and 5
increments vertically. Put labels
of 0 origin at 1 at ends.
Ask students to look at board.
Model thinking. We are going to
practice graphing fractions. First,
I need to figure out what my labels
are going to be, because we
always label our graphs. Well I
know that at if this is 1 (point to
end point of x axis) and there are
4 boxes horizontally, then each
box or increment must be 1/4th.
This would be 1/4th, this 2/4th, this
3/4th, and then I already know this
is 4/4th which I know is the same
as 1. Write labels on axis.
Ask students if they understand or
have questions about the labels I
just wrote on board.
Ask students if they know how I
should label my y-axis (in fifths
because there are five boxes

2.

Same lesson plan as group

#2. Deliver lesson quicker
and with more student
independence.
Extension: Write about how
to multiply fractions using
math vocabulary (e.g.
denominator, numerator,
multiply, product, fraction
bar, etc.) [Purpose: We
have been practicing
having students explain
their thinking verbally and
through writing in all
content areas.]

multiplication, place value, and

multiplication strategies. (For
example, review that when
multiplying by 10 or a product
of 10, you can drop the zeros,
multiply, and then add the
appropriate number of zeros
back at the end.) Review
additional multiplication
strategies.
Collect math sheets at end of
rotation.

between 0 and 1). Ask students

to explain how they know.
5. Project math journal page onto
whiteboard.
6. Do math box #1 collectively as a
group with teacher guidance.
This mathbox asks students to
interpret the graph and figure out
the labels on the x and y axis like
we just practiced.
7.
7. Ask students to focus back to
whiteboard. Now we are going to
practice graphing our fractions.
Give sample problem: 1/4 x 2/5.
8. I am going to show you how to
graph fractions on a grid. To
graph 1/4th, I am going to look at
my y-axis and shade everything
that is less than or equal to 1/4th,
or everything to the left of 1/4th.
Shade on board using color #1.
9. Now we are going to do the same
thing but with our second number.
To graph 2/5ths, I am going to look
at 2/5th on my y- axis and shad
everything less than or equal to
2/5ths, or in this case, everything
below 2/5ths. Shade in color #2.
10. Ask students if there are any
questions about what has just
been done.
11. Ask a student volunteer to come
to the board and trace the part of
the graph that is shaded in both
colors.
12. This part that is shaded with both
of my colors overlapped is the
product of 1/4th and 2/5ths. Ask
students to count on board how
many squares there are on the
grid in all. (Answer 20). Then ask
students how many squares are
shaded in both colors: 2 out of 20.
13. Check answer with traditional
method.
14. Turn to math journals. Complete
math box #2 as a group, guiding
students to graph the products of
2/3rds and 3/4ths.
15. Have students complete math
boxes #3 and 4 themselves.
Teacher circulates and answers
questions while students are
working.
*Students will work rotate between the cooperating classroom teacher and myself. They will also have an
independent station to practice the concepts being taught by both teachers. Each rotation consists of 20-25 minutes.

Assessment:
Collect practice sheets at end of rotation, grade, and consider students that need reteaching.
Grade math journals and evaluate student writing.

Concepts being taught in todays lesson will be formally assessed in unit assessment in a couple
weeks.