Mixed Numbers: A Math Lesson Plan

Name: Kelly Gibbons

Date: 11/8/2010

Grade Level/Subject: 5/Math

Prerequisite Knowledge: Students must have a knowledge of how to use a ruler and read the
measurements on the ruler. Students must have some previous work with fractional parts of a
whole and working with pattern block shapes. Students must have experience with writing
fractions and recognizing improper and mixed fractions.

Approximate Time: 40-50 minutes

Student Objectives/Student Outcomes:

 Students will demonstrate understanding that a fraction is part of a region
 Students will identify fraction relationships among pattern blocks
 Students will recognize and name mixed numbers
 Students will convert between mixed numbers and common fractions
 Students will calculate different fraction amounts using pattern blocks and prediction skills

Language Objectives:
 Students will be able to orally name fractions
 Students to read fractions in written form
 Students will be able to name and recognize the shape/words: rhombus, triangle, trapezoid,
hexagon, fraction and whole

Content Standards:
Use equivalent fractions as a strategy to add and subtract fractions.
% 1. Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 =
8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
2. Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction models
or equations to represent the problem. Use benchmark fractions and number sense of
fractions to estimate mentally and assess the reasonableness of answers. For example,
recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

NCTM Standards:
Number & Operations 3-5
1. Develop understanding of fractions as parts of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers.
2. Recognize and generate equivalent forms of commonly used fractions, decimals, and
percents.
3. Use models, benchmarks, and equivalent forms to judge the size of fractions.
WIDA Standards:
The Language of Mathematics (Level 3 Developing)
1. Identify icons or pictures of real life objects with two attributes that belong to a
group as modeled
2. Make or reproduce numerals with various materials to correspond to matched
sets of pictures

Materials/Resources/Technology:
 13 pattern blocks ( 2 yellow hexagons, 2 red trapezoids, 3 blue rhombuses, 6 green
triangles) (1 set for each student)
 Math Journal 126-128 (for each student)
 White board
 Writing Utensil (1 for each student)

Implementation
Time
15 minutes Opening of lesson:
The teacher should pass out the pattern block sets to each child. The teacher
should explain to the class that the pattern blocks are going to be representative
of different fractions and whole pieces. The teacher should hold up each pattern
block in front of the students stating the name and color of each piece. For
example, This is the red trapezoid, this is the yellow hexagon, etc. This will help
the ELL students to get a visual of the shapes and learn their names by color and
shape. The teacher should lift each piece and he or she talks about it, so that the
student is constantly in sync with the pieces they are supposed to be working
with. The teacher should hold up the trapezoid and rhombus and pose the
following question: If a trapezoid is worth ½, what is the rhombus worth? The
teacher should give children 2 minutes to work on solving this problem. The
teacher should then call on students to state their answer and justify why they
chose that answer. The teacher should then introduce the concept of the
“whole.” The teacher should say: Most students were able to find how much the
rhombus was worth because they figured out what the whole was. A whole means
1—or the entire thing. It means an entire pizza, an entire class, etc. Knowing what
the whole is, is a very important part of thinking about a fraction. If you have a
whole small pizza and a whole extra large pizza, they are going to be very
different looking from each other. The teacher should draw an example of this
on the board or have visuals for the children to see this concept. So if a rhombus
represents a 1/3 of a personal pan pizza that would be different than if we had the
rhombus is 1/3 of an large pizza. The teacher should then go over more
problems like the following as a way to help students think about the “whole:”
If a triangle is 1/3, what is the whole? If a rhombus is 1/3 what is the whole?
If a triangle is ½, what is the whole? The teacher should allow group discussion
to take place during this time and have the children explain their math reasons
to their partner. (ELL students should be encouraged to speak in the L1 if that is
what is best for them. They should also be matched at a table or with a partner
that is a middle ability native speaker and then a child that knows their L1.)

20-25 minutes Procedure:

The teacher will then announce to the students that the hexagon is going to be
The whole for the next activity. The teacher should hold up the hexagon shape
and remind the students that a whole means 1, or the entire thing.
 The teacher should then go through and establish the pattern block value for
each of the shapes, if the hexagon is the whole. The teacher should write these
on the board for later reference for the students. The teacher should point out to
the children that a fraction always has a top and bottom number and means
part of the whole. The teacher should then display 8 rhombuses to show 8 1/3’s.
The students should be instructed to write this problem in different ways.
The teacher should then define the terms: improper fractions and mixed
fraction. The teacher should go through and model other shapes and improper
and mixed fraction written forms. To solidify the mixed fraction understanding.
The teacher should show 2 hexagons and 5 triangles to represent 3 and 5/6. The
teacher should ask the students to show this in fraction form. The children s
should be able to see that mixed fractions and improper fractions of the same
group will equal the same amount.

The teacher should remind the students that in the next group of problems, the
hexagon is not the whole. The teacher will hold up a triangle and tell the students
it is worth ½. The teacher should ask the students what the whole is for these
problems. The students should then go through and say with their partner
what the fraction amount for each block is. The teacher should circulate
and be of aid when the students have questions or concerns.

The teacher will then post different math problems on the board and the
students will work in gropus to find the solutions to the problems. The problems
will explore different wholes, determining the fraction of a given set, writing
improper and proper fractions and writing fractions.

15 minutes Summary/Closing:
The students should continue to work on the problems until they are complete.
When the students are done, the teacher should go over the answers to the
problems to make sure that students grasped the concepts. During this time the
teacher should explicitly point and manipulate each shape (still stating their
name and color) so that the students have a visual model of the answer, The
teacher should also have the students explain to their partner/table the process
that was taken to get the correct answer, after the teacher has modeled.

Student Assessment:
The students will be assessed based on their participation in class. The teacher
will assess them based on visual and auditory observation. The students will
also be assessed based on the completion and accuracy of their journal pages.
The pages will be turned in after the lesson and graded by the teacher and
student teacher.

Post Lesson Reflection:

Student Interest

I feel as though the student interest was very high for the time of day that the lesson was
taught. Usually math is taught at the beginning of the day, however, due to collaboration times
we had to teach math at the end of the day. The students were very involved in the topic and
kept interest in the subject material even though it was a long lesson. The students were
interested in equivalent fractions and trying to solve the “challenge” problems that were
included in the lesson, Most students raised their hand when participation questions were
asked. For the most part, students used the pattern blocks to create fraction models when
asked.

Student Motivation

Most students were very motivated to complete the problems that were given throughout the
Lesson. Students wanted to find solutions to the problems in the lecture material and also
Were eager to fill out their worksheets correctly. Students were also more motivated and eager
To complete the problems because they were able to manipulate and play with the pattern
Blocks in front of them, rather than having to think about fractions abstractly.

Teacher Knowledge

I felt as though I has mastered the lesson material and was able to answer any questions that
The students had throughout the lesson. I also spent a lot of time preparing for the lesson, so
I was able to show students models with pattern blocks if they were struggling with some of
The concepts. I felt confident in my ability to teach the subject material to the students. I also
Understood the subject material well enough to explain it in multiple ways in the event that a
Student was lost in a specific explanation.

Teacher Organization

I felt very well organized throughout the lesson. I had pre-grouped the pattern blocks and put
them in plastic bags so that I could ensure that each student had a quick, easy way to access
the blocks. I also had both the lesson plan and my SmartBoard slides to keep me on task and
in sync with the standards and curriculum objectives. I has written out a detailed lesson plan
so that I was able to make smooth transitions among problems and still make time for students
to play with the blocks and ask questions if needed.

Teacher Articulation

I felt as though I spoke in a loud, clear tone and at a pace that was okay for students to follow
directions to and understand. I also explained directions in short, concise sentences so that
students were able to follow my instruction. I walked around the room so that all students
were spoken in front of. Finally, I made sure to repeat directions two or three times so that
time was not wasted with students asking questions about what they were supposed to be
doing at a specific step.

Student Understanding

I feel as though the students had a good understanding of mixed numbers, improper fractions
and pattern blocks by the end of my lesson. While the students do need to review tomorrow,
I feel that the lesson was helpful and digestible for the class. I also feel that students were able
go gain communication and group work skills that will help them in future math lessons.
Overall, I am confident in my students’ learning and understanding of the lesson that I taught.
Other

My teacher complimented me on a great lesson and told me that that was the best way she
has ever saw that specific lesson taught 