Flex Time 4

ED 345 Calvin University Teacher Intern Lesson Plan Template
Teacher Intern: Josh Moelker Date:

Grade Level: 4th/5th Flex Time / Conceptual Understanding / Dividing fractions
Approx. time spent planning this lesson: 30 minutes *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Dividing fractions by whole numbers.
Brief Context: Students are fourth and fifth graders at Evergreen Christian. The fourth graders are above grade level in
math and the fifth graders are at grade level. However, their teacher has determined that they would benefit from
additional instruction that builds conceptual understanding of operations with decimals and fractions.
Prerequisite Knowledge/Skills: Students will need to have a conceptual understanding of what a fraction is and
remember the fraction values that each pattern block represents.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learners will: I will assess learning by:
1. Represent real world problems involving 1. Students’ ability to represent real world problems
multiplication of unit fractions by mixed involving multiplication of unit fractions by mixed
numbers. numbers.
2. Students’ ability to explain how the solved real
2. Explain how they solved real world problems world problems involving multiplication of unit
involving multiplication of unit fractions by fractions by whole numbers.
whole numbers.
Standards Addressed in Lesson: (Include full standard.)
CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models
or equations to represent the problem.
Instructional Resources:
Fraction blocks, paper, pencils, computer, projector.
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
This unit has been designed to help students develop their conceptual understanding of operations with fractions and
decimals because their teacher has determined a weakness in this area. Students are able to represent their answers
and thinking with any sort of manipulative or picture that works best for them.
DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)
We spent part of the first day talking about how we are going to struggle during these flex time sessions and do a lot of
thinking about our thinking while will be hard. However, we learn best when we struggle. When a student is
experiencing cognitive overload, I ask them to walk and get a drink to clear the mind because I know from experience
that that is how to best deal with cognitive overload.
ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
Students will have access to all the materials that they need (pattern blocks, pencil, and paper) at the table where we
start our lesson. If students think they would learn better at another table, they can move there with their supplies.
SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)
When students are working hard and focused, I will walk up to them and tell them that I love to see their hard work,
effort, and focus on the task at hand. Any students who are not on-task will be asked if they are on-task or what they are
supposed to be doing.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Teacher Does
 Have students sit down and find some supplies.
 Go over learning target.
Development: [It may help to number your steps with corresponding times.]
Teacher Does
BEFORE
 Review with students what unit fraction each unit block represents. Inform them that they will use these again for
this lesson.
DURING
 Tell students that you have a problem that they want you to solve and model. “Madeline is going to bake cookies
for Team 3. She knows that she will need to make a triple batch, meaning that the amount of each ingredient in
the recipe gets tripled. If Madeline’s recipe says that she will need 1 ¾ cups of flour for a normal batch. How much
flour will she need for a triple batch?”
 Students work on their problem.
AFTER
 Students share their answers and solutions to the problem.
 Show student that this problem can be represented as 3 groups of 1 3/4.
DURING
 Tell students that you have a problem that they want you to solve and model. “Madeline changed her mind and
decided that she is going to bake cookies for her flex time group with her favorite teacher (Mr M). She knows that
she will need to make a ½ batch, meaning that the amount of each ingredient in the recipe getshalved. If
Madeline’s recipe says that she will need 1 ¾ cups of flour for a normal batch. How much flour will she need for a
half batch?”
 Students work on their problem.
AFTER
 Students share their answers and solutions to the problem.
 Show student that this problem can be represented as 3 groups of 1 3/4
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
Teacher Does
 If time allows, have students create their own story problems and share them.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
EVIDENCE OF PROFESSIONALISM: Being prepared for the lesson and dressing professionally
REFLECTION AFTER TEACHING THE LESSON:
Braden baked a cake for Mr. S, Mr. M,

and Mr. R because they are such great
teachers. Before he can bring it to
them, Mrs. H eats half of the cake.
If Mr. S, Mr. M, and Mr. R split the
rest of the cake, how much of the
cake will each teacher eat?
1
÷ 12
4

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ED 345 Calvin University Teacher Intern Lesson Plan Template

Teacher Intern: Josh Moelker Date:

DOMAIN 2: THE CLASSROOM ENVIRONMENT

REFLECTION AFTER TEACHING THE LESSON:

Braden baked a cake for Mr. S, Mr. M,

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