Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to determine the correct operation needed to solve the given word problem.
Students will be able to correctly set up the proper division problem to solve the given problem.
Prior Knowledge: What prior knowledge should students have for this lesson?
Conceptual understanding of the processes of multiplication and division of fractions.
Guiding Questions: What are the guiding questions for this lesson?
What object would you start with to set up the problem (ex. the glob of dough, the pile of mulch, the area of the field, etc.)
What are you doing to this object? Dividing into smaller pieces? Adding more to it? Taking some away? Multiplying it into a much bigger amount?
How will you set up the problem after determining this information?
Will the first number in the word problem always be the first number in the number problem?
Teaching Phase: How will the teacher present the concept or skill to students?
After the Philosophical Chairs Activity (see formative assessment), display a new problem on the overhead.
Problem: Mr. Peacock is remulching his flower beds. He needs 1/8 ton of mulch for each flower bed. Home Depot delivered 3/4 ton today. How many flower beds can he re-mulch today?
For this problem guide the students through the process of determining which operation to use and then correctly setting up the division problem. Use the following questions:
What question are we trying to answer for this problem? (Ex. How many flower beds, ...)
What amount are we starting with? (For this part have the students picture what part of the word problem they could actually hold in their hands or have in front of them. For example, in the bakery problem they would have to start with the 5/8 lb. glob of dough and then break it apart into the smaller loaves).
Will this always be the first number in the word problem? (No, it depends on how the problem is worded)
Are we dividing this into smaller pieces or making it bigger? (Answers may vary, depending on word problem)
After determining that he will start with the huge pile of mulch Home Depot delivered, students should then be able to determine that he will divide this into smaller batches for each flower bed. Lastly they should be able to set up the number sentence correctly with 3/4 being divided by 1/8.
At this point have students write in complete sentences WHY we would set the problem up in this order.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
See Teaching Phase. The mulch problem will be done with teacher guidance.
At this point have students complete the Philosophical Chairs Reflection and hand in when complete.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
To show understanding and reinforce these concepts students must write a word problem that involves fractions and would be solved with division. They should write the problem on one side of a half sheet of paper. They must also solve the problem numerically on the back of the paper, as well as write in complete sentences how they would solve it.
The teacher will collect these problems and review to make sure they are written correctly, are indeed division problems, and involve two fractions.
Students will then exchange these problems the next day in class and correctly set up and solve another students problem.
After completing, the student can check his work by turning the paper over and comparing his work to the solution of the student who wrote the problem.
The two students can then discuss similarities and differences in each solution and determine the correct solution.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The students will then be asked to write a summary of the process they have learned to solve word problems involving fractions, specifically division problems. This summary should include complete sentences, proper capitalization, and logical progression of thought.
The teacher should review these summaries and provide feedback on missing information as well as proper grammar.
The summative assessment will utilize a Philosophical Chairs Reflection (see attachments). Collect this as an exit slip. The teacher can then read each reflection, write feedback to the student, and give back the next day.
As students enter the room hand each student 1/2 of an index card and have the guidelines for a philosophical chairs discussion (see attachments for directions on conducting a philosophical chairs discussion) posted on the board. Use this question: A bakery has 5/8 lb. of bread dough. To make one loaf it takes 1/4 lb. of dough. How many loaves can the bakery make? Choose which of the following equations you would use to solve this problem and the correct solution. You have 3 minutes to write the letter of the answer you are choosing on the index card. Be prepared to explain your solution.
A. 1/4 x 5/8
B. 1/4 ÷ 5/8
C. 5/8 x 1/4
D. 5/8 ÷ 1/4
(Correct Answer is D, which results in 20/8 or 2 1/2 loaves of bread) After 3 minutes have each student go to the corner posted with their letter choice and begin the philosophical chairs discussion. This activity can take the entire period, but for this lesson I would suggest a 15-20 minute time limit to allow time to explore other problems. The students will also need about 10 minutes at the end of the period to complete a Philosophical Chairs Report (See Summative Assessment for directions). From this, the teacher will be able to determine which students are grasping the concept and which may need more guidance. The teacher can use these observations to create homogenoeus or heterogeneous groups for Part 2 of the lesson the next day.
Feedback to Students
Because the teacher must act as mediator during the Philosophical Chairs activity, he or she must remain completely impartial during the discussion. Therefore students will not be given immediate feedback during the activity. However, the teacher will give individual feedback to each student on the Philosophical Chairs Reflection(see Summative Assessment).