Name/Grade Level/Content: / 5th grade / Math

1. What is the objective (content, language function, task/product)?

I can multiply unlike fractions in a real world problem and explain my answer by writing an “If,
Then, Because” statement.

2. Which content standards are being assessed? Please add the language of the standard. We
won’t know if you just put a number.

AR.Math.Content.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction:
• Interpret the product (a/b) × q as a parts of a partition of q into b equal parts;
equivalently, as the result of a sequence of operations a × q ÷ b

For example: Use a visual fraction model to show (2/3) × 12 means to take 12 and divide it into
thirds (1/3 of 12 is 4) and take two of the parts (2 X 4 is 8), so (2/3) X 12 = 8, and create a story
context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) =
ac/bd.).

3.
The ELP Standards can further attune our understanding of how language is used on
particular academic tasks. Below, highlight the related ELP Standards.

Modality Content Area Practices Standards for Language Features

Receptive ELP 1 - Negotiate input for meaning ELP 8 - Vocabulary in context

ELP 3 - Output

ELP 4 - Argumentation
Productive
ELP 7 - Audience, task, and
ELP 9 ELP 10
purpose
Clear and coherent Accurate language
speech and text use
ELP 2 - Discourse

Interactive ELP 5 - Research

ELP 6 - Counterclaims

4. Explain how the task relates to the selected ELP standards.

ELP 3 (Output) - This standard asks the student to speak or write about grade level complex texts and
topics. This task aligns with this standard because the product requires that the student writes an
explanation of the process required to complete a real world fraction addition and/or subtraction
problem.
ELP 8 (Vocabulary in context) - To complete this task, a student must have a solid understanding of
fraction vocabulary to be able to write their if, then, because statement.

ELP 9 (Clear and coherent speech and text) - To be able to justify their answer, students must have the
ability to use clear and coherent grade appropriate speech and text.

ELP 10 (Accurate language use) - To write their justification statement, the students must use accurate
language.

5. Do the task at grade level. Script out an ideal student response.

Solve the following problem and justify your answer using the rubric:

“Last week, Philip's Fruit Stand sold 8 boxes of pears. Down the road, Emmy's Fruit Stand sold ½ as
many boxes of pears as Philip's did. How many boxes of pears did Emmy's Fruit Stand sell?”

Step 1: Write the problem.

Because the problem includes the words “½ as many,” we know this is a multiplication problem.

8x½=?

The 8 is a whole number, so we will turn it into a fraction but putting a one underneath.

8/1 x 1/2 = ?

Step 2: Multiply the numerators straight across.

The numerator of 8/1 is 8.

Step 3: Multiply the denominators straight across.

The denominator of 8/1 is 1.

Step 4: Put the numerator and denominator in their correct spots.

8 ←- Numerator
__

2 ←- Denominator
Step 5: Simplify your answer.

The numerator is larger than the denominator, so the fraction is improper.

8÷2=4

The answer is the whole number 4.

Answer: 4 boxes of pears

Step 6: Explain your answer using an “If, Then, Because” statement.

If Phillip’s Fruit Stand sold 8 boxes of pears and Emmy’s Fruit Stand sold ½ as many as Philip’s,
Then Emmy’s Fruit Stand sold exactly 4 boxes of pears,
Because 8/1 x ½ is equal to 8/2, which is equal to 4 wholes.

6. What is the primary language function students need for the task? Choose one.
❏ Compare/contrast
❏ Describe, explain and elaborate
❏ Proposition Support
❏ Sequence of events or processes
❏ Express cause/effect
❏ Question Conjecture
Language Functions Support Tool

7. Bricks: Refer to the grade-level task you 8. Mortar: Refer to the selected language function
scripted in #5. What are the content words that in #6. What are the academic language patterns
students will need for the task? that students will need for the task?

Fraction
Add If ______________________________________,
Subtract Then ___________________________________,
Equal Because ________________________________.
Equivalent
Pound
Least
Common
Denominator
Numerator
Multiples
Solve
Greatest
Factor
Multiply
Divide
Simplify
Reduce
Justify
Thinking about Instruction

Bricks
How will I teach the topic specific vocabulary?

Vocabulary will be introduced and recorded in our math notebooks throughout each lesson leading up to
mastery.

For each vocabulary word, students will write the word, identify the subject it is related to, explain the
meaning in their own words, and draw a picture or example problem that represents the term.

Many of these bricks are building on what we have learned throughout their entire fraction until, which
has been leading up to this lesson, adding and subtracting fractions. We have already covered the
following lesson topics and vocabulary prior to this lesson:
- Justifying Your Answer (Justify, Solve, If, Then, Because)
- Fraction Basics (Fraction, Numerator, Denominator)
- Equivalent Fractions (Equal, Equivalent, Divide, Greatest Common Factor, Factor)
- Simplifying Fractions (Simplify, Divide, Reduce)
- Multiplying Fractions (Multiply)
- Add and Subtract Like Fractions (Add, Subtract)
- Adding and Subtracting Unlike Fractions (Least Common Denominator, Multiples)

Mortar
How will I teach the functional language needed to complete the product?
Remember that mortar can be presented in language frames, sentence starters or writing templates.

The main tool I will be using to teach functional language are language frames. We use the specific
language frame “If, Then, Because” throughout the entire year when justifying our answer. This specific
language frame is taught during the first few weeks of school and practiced weekly. To teach and
practice with the students, we use a writing template to help them craft their answers. There are anchor
charts that explain the process of justification on my classroom walls, as well as other vocabulary
content from the past. The language frames will also be available to each specific student based on
their level of need (beginner, intermediate, or advanced) and they will be able to use them whenever they
need them.

Comprehensible Input
How will I make the content comprehensible? What scaffolds will I put in place?
Text I Equation I Video I Experiment I Slide Deck I Other

● Anchor Charts
● Cornell Notes
● Videos
● Vocabulary Notebooks
 Lesson Sequence
Gradual Release of Responsibility: You can vary the instructional sequence of the phases of GRR throughout your lesson.

● Focus lesson (I do it)

Before this specific lesson, the students have already learned multiply like and unlike fractions, as well
as how to simplify their answer. The overall goal of this lesson is to solve problems correctly and then
use the “If, Then, Because” statement to justify the answer correctly.

Focus Lesson (I do it):

1. I will start with an introductory discussion on the importance of multiplying fractions in the real
world and how often it is used to help us in our daily lives.
2. Next, I will introduce the first multiplication of fractions word problem on my SmartBoard so the
students can see it. I will read the problem allowed and discuss with them times they have been
in the same situation to capture their attention. The problem will read “The dolphins at the Cass
Aquarium are fed 55 buckets of fish each day. The sea otters are fed 1/2 as much fish as the
dolphins. How many buckets of fish are the sea otters fed each day?”
3. I will then tell the students to get out their writing template that they have used throughout the
year when helping them to solve and then justify their answer. I will tell the students that I will be
modeling the first problem for them, but they will need to follow along because they will be
working with their classmates and on their own on future problems.
4. I begin by modeling how to solve the problem by going through each of the steps they learned in
their previous lesson. After finding the answer, I again model how to justify the answer using the
“If, Then, Because” language frame template that they are used to using and have at their desks.

Guided Instruction (We do it together):

5. For the next part of the lesson, I will be leading the class as a whole to complete another
problem. I will post the new question on the SmartBoard and then pass out new writing templates
as they think about the problem to themselves.
6. Once each student has received their second template, I will lead the class in discussion over
the question itself. We will decide why it is a multiplication problem based on the questions
wording as a class, and then I will allow the students a few moments to look over the problem
themselves to come up with a possible solution route.
7. I will then begin solving the problem on the board with the class as whole, allowing them to lead
me step by step until we reach the final answer.
8. Next, I will give them another moment to look over the “If, Then, Because” language frame and
contemplate how they would answer the problem. Then I will begin again, allowing the students
to lead the discussion as to how to complete the justification of the problem.

Collaborative Work (You do it together):

9. The next part of the lesson will be a talk routine. I will be using the talk routine called “Talking
Stick.” The students will speak only when holding the talking stick, take turns by passing the
talking stick, and will listen to each person with the talking stick. I made a rule that the talking
 stick had to go around the circle at least once (everyone had to participate at least once) and
then for the last few minutes, the students could pass the talking stick to anyone that volunteered
to speak again. I told the students that when they received the stick, they must give their own
example of a real world fraction multiplication problem. The next person that receives the talking
stick may choose to either solve the problem and justify their answer or give a new example of a
fraction multiplication problem.

Independent (You do it alone):

10. During the next stage of the lesson, I will allow the students to work on their own to practice. I will
post another problem on the board and give each student another template. I will tell the
students that they will need to solve the problem and justify their answer on their own. Once they
are done, they will need to bring me their answers so we can discuss it together.
11. The last part is dependent on whether the student gets the right answer or not. If they do, then I
will allow them to move on to their graded exit ticket on their own. Students who did not solve or
justify their answer correctly will be put in a small group with me to clear up any misconceptions
and practice another problem. I will remodel the lesson as many times as needed based on the
students specific needs (We do). Once I feel that each student is ready to move on, they will also
be given the exit ticket.

“If, Then, Because” Graphic Organizer Template

Rubric: Cut and paste rubric for your task/product into the section below

1 Point 1 Point 3 Points

Solve the problem and show Correctly answer the Justify correctly using
your work question. (Don’t forget to If (1 point), Then (1 point), and
label) Because (1 point).
 Conversation Map:
1. How did different groups of students react? What did you notice? Give at least 2
examples.

Once the talking stick had made it around the entire circle and it was time for students to
volunteer to speak, I noticed that my more talkative students were the ones that kept the
conversation going and had the most lines drawn to them on the map. Conversely, my
more shy students did not talk as much and one did not speak again at all, so they did
not have very many lines drawn to them on the conversation map. I also noticed that my
students were preparing what they said in their heads before the stick got to them during
the first round. I noticed that since my students knew they had to speak at least once,
they were contemplating what they wanted to say a few minutes before they had to
speak.

2. Attach a copy of your Conversation Map by either taking a legible photo or scan and insert it in
the space below. You may also attach as a separate submission.

PDF Link - https://drive.google.com/file/d/1MuqAhyfXEihfwaBD2QYJcTz375HyRp6g/view?usp=sharing

Conversation Map Key: