Lindsay Pombier

Math Lesson Plan

Title: Find Missing Parts of Equations Involving Division of Unit Fractions by Whole Numbers

Subject/Grade Level/ Date(s): Math; 5th grade; 02/25/19

Time Requirements: 15 minutes for bell work; 10 minutes for daily math fluency; 50-60 minutes
for PowerPoint; 5-10 minutes for post assessment; any excess time used for homework/math
interventions

Materials List:
 Bell work sheets (1 per student)
 Daily math fluency flash cards and tests
 Whiteboard slates/markers or paper/pencil
 Math notebooks (1 per student)
 PowerPoint presentation

Type of Lesson: Whole group

Connection to Standards: AZCCR 5th Grade Math Standards

 5.NF.B.7: Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions
o b. Interpret division of a whole number by a unit fraction, and compute such
quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction
model to show the quotient. Use the relationship between multiplication and division
to justify conclusions (e.g., 4 ÷ (1/5) = 20 because 20 x (1/5) = 4).

Instructional Objective:
Learning Goal: I will understand that an inverse operation can be used to find the missing part in
an equation.
Success Criteria: I will use the inverse of division to find the missing part of an equation.

Active Instructional Plan:

 Anticipatory Set: The lesson will begin with students completing a half sheet for bell work.
This half sheet has four questions that review previous concepts and address more recent
topics. Students will have about 5 minutes to work independently on their bell work. Then,
we will go over each problem and find the answers together as a class. I will talk through each
problem and show the work on the classroom whiteboard. I will ask students questions at
each step in order to solve each problem. Students will correct their work on their own sheets
as we go over the problems. After bell work, students will take part in daily math fluency.
Students first practice for about 3 minutes using flashcards of their math facts (i.e. addition,
subtraction, multiplication, subtraction). Then, they will take a timed test of their facts.
Students have 5 minutes for 100 facts. When the five minutes is up, I will read out the
answers, and the students will grade their work. From there, students will complete the pre-
 assessment. Students have about 3-5 minutes to try to find an answer to the pre-assessment.
Students will work independently at this time.
 Questions:
o During anticipatory set:
 During bell work, I will ask questions according to the problem such as:
 What operation would we use to solve this word problem?
 How can I find the volume of this figure? What does the volume of a figure
represent?
 How do I subtract decimals?
 How can I compare fractions? What operation does the fraction bar
represent?
o During modeling:
 What is the inverse operation of division? How can I use the inverse to find
missing part of the equation?
 How can I use an equivalent fraction to help me find the missing part of the
equation?
o During guided practice:
 What is the inverse operation of division? How can I use the inverse to find
missing part of the equation?
 How can I use an equivalent fraction to help me find the missing part of the
equation?
 How can we double check our answer?
o During independent practice:
 What is the inverse operation of division? How can I use the inverse to find
missing part of the equation?
 How can I use an equivalent fraction to help me find the missing part of the
equation?
 How can we double check our answer?
 What operation would we use for this word problem? What expression could we
write to solve this problem?
o During closure:
 Do we have any questions on finding the missing parts of division equations?
 Modeling: The modeling portion of the lesson will begin with a short notes section. Students
will take notes in their math notebooks as usual. Students will learn how to use the inverse of
division, which is multiplication, to find the missing part of an equation. We will also review
how to find equivalent fractions as this will aid them in finding the missing part. I will go
through 2 problems step-by-step with the students as they solve them in their notebooks.
 Guided Practice: During the guided practice section of the lesson, students will work
through several problems similar to the examples during the modeling portion. Each student
will work individually to solve the problems. Then, we will go through each problem step-by-
step as a class. Students will solve these examples within their notebooks so that they can
refer back to them when studying.
 Independent Practice: During the independent practice portion of this lesson, students will
continue to independently solve math tasks. Students will solve problems where they must
find the missing divisor as they have previously practiced during the guided practice portion.
 Students will also solve several word problems that involve dividing a unit fraction by a
whole number. These word problems should be review for students. Students will solve their
independent practice questions on white board slates.
 Closure: As closure for the lesson, students will complete a post assessment. This is standard
practice for their math lessons. Students receive a post it on which they solve one problem
that covers this lesson’s material. The post assessment will require students to use the inverse
operation of division in order to find the missing divisor. Students complete the post
assessment independently. After a couple of minutes, students will trade and grade their posts.
I will put the correct answer on the board for reference. I will then collect any incorrect posts.
The number of students who get it incorrect is a good indicator for how well students
understood the lesson. The incorrect post assessments also help to inform small intervention
groups at a later time.

Assessment/Evaluation: Several informal assessments will occur throughout the lesson. To begin
with, during the lesson I will continuously walk throughout the classroom. While walking around
the room, I will monitor student practice by looking at their work, answering student questions,
etc. When students practice on their white board slates, I will have students raise their boards in
the air so that I can quickly gauge their understanding of the topic. This is a great way to ensure all
students are participating and to assess student understanding. The post assessment will also
evaluate student understanding at the end of the lesson. I will collect all incorrect post assessments
which will quickly identify how many students are still struggling with the material. It will also
allow me to see where exactly students are making mistakes.

Modifications/Differentiation: During the guided practice and independent practice time, I will
walk throughout the classroom to stop with individual students who may be struggling. I can
provide them with extra support as needed. I can also answer any questions the students have
during this time that may help them solve the problems. For example, some students like to have
me read them the problems multiple times. For every problem completed during the lesson, they
will be displayed on the smartboard, and I will read them out loud for students. That way, students
are able to both see and hear them. Repetition of the procedure to find missing parts of equations
is also present throughout this lesson. This repetition aids all students in their overall
understanding.