SIOP Lesson Plan 2

SIOP® Lesson Plan
Key: SW = Students will | TW = Teacher will | SWBAT = Students will be able to… | HOTS = Higher Order Thinking Skills

Lesson Title: Multiplying Fractions
Grade: 5
Content Standard(s):
CCSS Math5.NF.B.4b - Apply and extend previous understanding of multiplication and division.
CCSS Math.Practice.MP2 - Reason abstractly and quantitively.
CCSS Math Practice.MP3 - Math.Pratice.MP3

Key Vocabulary:

Equals
Numerator
Denominator
Fraction
Multiply
Times (as in 1/4 “times” 1/4)

HOTS:

What would be an example of a reason why we would have to multiply a fraction by a whole number?
Visuals/Resources/Supplementary Materials:

Pre-assessment worksheet
White board/marker
Worksheets
Visuals (measuring cup, recipe with pictures of cookies, visual of 1/4 mile running track)

Connections to Prior Knowledge/Building Background:

TW ask where have you seen fractions outside of school?

TW remind students of the poster boards on the wall of Mrs’ G’s classroom explaining procedures for multiplication of fractions.

Comprehensible Input:
Visuals
Language buddy
Vocabulary notebook

Content Objective(s):

1. SWBAT correctly solve multiplication of fraction equations.

Meaningful Activities:

1.1 TW review the correct procedure on multiplying fractions.
Review/Assessment:

1.1 Worksheet assessment

Language Objective(s):

1. SWBAT select and properly use new vocabulary

2. SWBAT explain relevant fractions after listening to a sentence.

Meaningful Activities:

1.1 Match correct vocabulary word to highlighted section of on provided worksheet.

2.1 In pairs, SW say a vocabulary word and the other student will point to the section of the equation.

2.2 In pairs SW write the fraction of the running track equation.
Review/Assessment:

1.1 Check for understanding of new vocabulary by looking at a fraction equation and asking to point out denominator, etc

2.1 Orally quiz students upon completion of lesson.

2.2. Review student’s answers.
Wrap-Up:

Recommended that students look at the poster boards in Mrs. G’s room when there are free moments in the day in order to remember how to multiply fractions.

Check for understanding of new vocabulary by looking at a fraction equation and asking to point out: denominator, etc.

Ask if there are any questions.

Lesson implementation Reflection:

Per TA teachers’ request, a refresher lesson was implemented for two students. The students are both from Yemen. ELL #1 speaks English at a high-intermediate level. ELL #2 speaks limited English. Therefore, ELL #1 would sometimes translate for ELL #2.

I used a worksheet with large/adapted text as well as wrote on the white board in large letters in order to provide ELL #2 with a clearer focus of the English alphabet.

At the beginning of the lesson we reviewed the vocabulary. For example: I would point to the denominator of a fraction written on the whiteboard and say denominator. The students would repeat the words.

Based on the results of the pretest, the students grasped the steps of multiplying fractions. I reviewed the correct procedures for multiplying fractions. I then wrote some equations on the board for the students to solve independently. I called on the students to provide their answers, as well as verbally say the sentence: For example: “One-half times one-half equals ____.”

When I asked the HOTS question: example of a reason to multiply a fraction, there was no answer. I showed the I then showed the visual of the cookies and recipe. I explained that this recipe makes 24 cookies, and the recipe called for 1/4 cup of sugar. If I wanted to make 48 cookies, how would I know how much sugar to add. Per my request ELL #1 translated to #ELL 2. I asked them to write the equation for the recipe change. After speaking in Arabic, ELL #1 explained the correct answer to be: 1/4 x 2. When I asked them to multiply the fraction, ELL #1 translated and both students came up with the correct answer. 1/4 x 2/1 = 1/2 cups of sugar.

I showed a visual of a running track, and explained the the track was 1/4 mile in length. I then asked how many times I would have to run around the track to run 1 mile. ELL #1 spoke up with the answer. I told him to translate to ELL #2 and write it in a fraction. Both students then worked independently and arrived at the correct answer.

Since the students already grasped the content objectives, we reviewed the vocabulary.

For future lessons, I would keep my two meaningful activities (cookies and running track). I would also add more similar activities.