Josie Jaggers
February 14, 2018
TAP Host Teacher Signature & Date __________________________________
TAP Lesson Plan # 1
LESSON TITLE SUBJECT GRADE DURATION
LEVEL
Practice Multiplying a Fraction by a Whole Mathematics 4th 55 minutes
Number
STANDARD
☐ Write the number and full text of the standard.
CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understanding of multiplication to multiply a fraction by a whole
number.
OBJECTIVE
☐ What will your students know or be able to do by the end of the lesson? (Start with the
phrase, “Students will be able to…” and use an action verb from Bloom’s Taxonomy. Ensure
that your objective is student-centered and measurable.)
SWBAT multiply fractions by whole numbers.
SWBAT model multiplication of a fraction by a whole number.
OPENING (“Hook”) (5 min.) MATERIALS
Clearly convey at least three of the following:
☐ How will you communicate what students will learn (the objective)?
☐ How will you communicate how it will happen?
☐ How will you communicate its importance?
☐ How will you communicate connections to previous lessons or to students’
prior learning/knowledge?
☐ How will you engage students and capture their interest?
• Say: “We have been working on multiplying fractions by whole numbers. We • Whiteboards
are going to do an activity to make sure we have mastered multiplying a unit
fraction by a whole number. Please take out your whiteboards and solve this • Whiteboard
problem. Once everyone has solved it, I will have you all raise your fingers to markers
show the solution of the problem.”
• Write 15x1/3 on the board. Give students time to complete the problem on
their whiteboard and have them give their solution by showing me with their
fingers. Write the correct answer on the board, which is 5.
• Say: “The answer was 5 because once you complete the multiplication of
15x1/3, that’s what our solution comes out to be.
• Write two more problems on the board and give students time to complete
both problems.
• Say: “Solve these problems on your whiteboard and raise your hand when
everyone is done, I will call on someone to come write the answer on the
board and explain how they got it.”
• Make sure the answers on the board are correct and have the students clean
and put away their whiteboards.
• Say: “Those were examples of what we have been learning over the past
couple of days. Today, we are going to take these problems a step further and
create models of how we multiply fractions by whole numbers.”
INTRODUCTION TO NEW MATERIAL (“I do”) (15 min.) MATERIALS
☐ How will you convey the knowledge and/or skills of the lesson? Write out
the main ideas and supporting points that you will directly teach, step-by-step.
☐ What key points will you emphasize and reiterate? What will you
model/demonstrate?
☐ What will your students be doing to process this information?
☐ How will you check for understanding (CFU) before students begin to
practice (e.g., asking specific questions)?
• Say: “Please get out your fraction journals and turn to the last page • Fraction
titled “Modeling Multiplication of a Fraction by a Whole Number. Also Journals
get out six different colored pencils. I am going to call on someone to
read the first problem aloud to the class.”
• Pick a student to read the word problem. The first example reads, “The
five members on the Sanchez family each drank 3/4 cup orange juice
for breakfast. How much juice did the family drink for breakfast
altogether?” Give students the steps to be able to complete a problem
modeling multiplication of a fraction by a whole number.
• Say: “Here are the steps that we need to know and follow to be able to
properly model multiplication of a fraction by a whole number. First,
read the problem and gather the information. We know that there are 5
members of the Sanchez family and each member drank 3/4 cup of
orange juice. We are going to draw a model to show this. Use five of
your different colored pencils to represent each family member
drinking 3/4 cup.”
• Write the steps of the example problem as we are going through the
problem on the board.
• Say: “Now that our model is drawn, we are going to count up the
amount of cups the family drank altogether. The model shows that the
family drank total of 3 3/4 cups of juice. Now we must solve the
problem to make sure that our model is accurate. We will need to
multiple the number of family members by the amount of juice each
family member drank individually. This would be multiplying 5 x 3/4.
This gives us an answer of 15/4. Since we cannot leave our answer as
an improper fraction, we must divide 15 by 4 and get our mixed
number of 3 3/4. This matches our number model perfectly so we know
we completed the problem correctly.”
• Make sure to show all steps of example problem while they are being
said for the example problem.
• Repeat these steps for example number two in the students fraction
journals.
• Say: “Does anyone have any questions about this process or how to
draw a model from the problem?”
• Answer any questions that the student may have to make sure that they
understand the process of modeling these multiplication problems.
GUIDED PRACTICE (“We do”) (10 min.) MATERIALS
☐ How will students have multiple opportunities to attempt to explain or do
what you have outlined?
☐ How will you monitor and coach their performance?
• Say: “Now that I have showed you two examples on how to model the • Whiteboards
multiplication of a whole number by a fraction, we are going to practice a •
couple of more. Take out your whiteboards and I am going to write a problem • Whiteboard
on the board. You all are going to work with your partner next to you to show markers
a model and solve for the answer.”
• Write first problem on board. Have students work with their partners to be
able to model and solve the multiplication problem. The first problem is
6x1/4. The first step is to draw a picture to model what the problem is saying.
Then, it is time to solve the problem. The answer comes out to be 6/4. In
order to not leave the answer in improper fraction form, the the denominator
is divided into the numerator and the answer is 1 2/4. Have students hold up
their whiteboards so I know that they are mastering the content. Go over the
process of how to get the answer to make sure all partner groups are
understanding.
• Say: “This answer matches our model of the multiplication process so we
know that it is correct. We are now going to try one more example, this time
a word problem.”
• Write the word problem on the board and have them work with their partners
once again to be able to model and solve the multiplication problem. The
word problem reads, “Michelle had 3 textbooks. Each weigh s 5/8 pound.
What is the total weight of her textbooks?” Have students work with their
partners to create a model and solve the multiplication problem. After the
model is drawn, and the problem is solved, it comes out to be 1 7/8 pounds.
Have students raise their whiteboards to check for understanding. Go through
the steps on the board to make sure all students understand how to draw the
model.
INDEPENDENT PRACTICE (“You do”) (10 min.) MATERIALS
☐ How will students have multiple opportunities to attempt the objective on
their own?
☐ How will you gauge mastery?
• Say: “Now that we have had the chance to work with partners to solve these • Whiteboards
different problems, we are going to do a couple on our own to make sure that •
we understand how to do it by ourselves.” • Whiteboard
• Write first problem on the board. The problem is 3 x 2/9. markers
• Say: “Solve this problem on your white board by yourself drawing a model
and then solving for the answer. Make sure your answer is in mixed number
form, not improper form. If you have a question or get stuck, raise your hand
and I will come by and help you.”
• Give students time to complete the problem.
• Say: “raise your whiteboards so I can see how we did with this one.
• Go over the steps needed to be able to model and multiply the numbers to get
to the final answer of 6/9.
• Say: “We are going to do one more example of this. Work on your
whiteboards independently to draw a model and solve the multiplication
problem.”
• Write the problem 6 x 2/3 on the board. Have students raise their whiteboards
when they are done and check for understanding. Go over problem to make
sure all students know how to get to the answer.
CLOSING (5 min.) MATERIALS
Clearly convey at least one of the following:
☐ How will students summarize what they have learned?
☐ How will you reinforce the objective’s importance and its link to past and
future learning?
☐ How will you know concretely that all of your students have mastered (or
made progress towards) the objective? Be specific! (This must be a different
check for understanding than what you did for Independent Practice!)
• Say: “Now that we have mastered how to draw models and solve how to • Exit Tickets
multiply whole numbers by fractions, I am going to have you complete
something called an exit ticket which allows me to make sure we have all
mastered the lesson as a class.”
• Pass out exit ticket. Have students complete it individually and turn it in
before they start working on their homework if time allows.
DIFFERENTIATION MATERIALS
☐ How will you differentiate your instruction to reach the diverse learners in
your classroom? (Choose at least one student population below.)
• English Language Learners: What are the specific language demands
(listening, speaking, reading, and writing) required of your objective,
and how will you scaffold them? How will you teach students the
vocabulary, activate their prior knowledge, and/or build their
background information about the topic?
• Students with Special Needs: What accommodations and/or
modifications will your students need, and how will you provide them?
• Gifted & Talented Students: How will you extend the learning of
students who have mastered the objective and/or provide them with an
appropriate challenge? (Consider how you can move them up Bloom’s
Taxonomy.)
• Gifted & Talented Students: G ifted and talented students may feel as
though they are not being challenged with doing the same types of
problems in the guided and independent practice. If so, I will allow
these students to come up with their own problems during the
independent practice which allows them to be more creative in this area.
They would come up with their own problems and then model it a solve
for an answer. I will make sure to check for mastery to make sure they
have completed their own problems correctly.
Fraction Journal (Intro to New Material)
Modeling Multiplication of a
Fraction by a Whole Number
The five members of the Sanchez family each drank
3/4 cup of orange juice for breakfast. How much juice
did the family drink for breakfast altogether?
Stella ran 1/2 mile. Brian ran 7 times as far as Stella.
How far did Brian run?
Fraction Journal (Intro to New Material)
Modeling Multiplication of a
Fraction by a Whole Number
The five members of the Sanchez family each drank
3/4 cup of orange juice for breakfast. How much juice
did the family drink for breakfast altogether?
1 2 3 4. 5
=3 3/4 5 x 3/4=15/4
15 divided by 4=3 3/4 Answer= 3 3/4
Stella ran 1/2 mile. Brian ran 7 times as far as Stella.
How far did Brian run?
1 2 3 4 5 6 7
=3 1/2 7 x 1/2=7/2
7 divided by 2=3 1/2 Answer= 3 1/2
Whiteboard Problems (Guided Practice)
Partners
1) 6 x 1/4
1 2 3 4 5 6
= 1 2/4 6x1/4= 6/4
6 divided by 4= 1 2/4
Answer= 1 2/4
2) Michelle had 3 textbooks. Each weigh s 5/8 pound. What is the total weight of
her textbooks?
1 2 4
=1 7/8 3x5/8= 15/8
15 divided by 8= 1 7/8
Answer= 1 7/8
Whiteboard Problems (Independent Practice)
Independent
1) 3 x 2/9
1 2
3
= 6/9 3x2/9= 6/9
Answer= 6/9
2) 6 x 2/3
1 2 3 4 5 6
=4 6x2/3= 12/3
12 divided by 3=4
Answer=4
