Maths Lesson Plan
Fifth Grade
Multiplying and Dividing Fractions
North Carolina Department of Public Instruction www.ncdpi.wikispaces.net Overview The implementation of the Common Core State Standards in Mathematics (CCSSM) is both an exciting and anxious time for teachers around the country. Part of the excitement is the CCSS inclusion of both the Content Standards and the Standards for Mathematical Practice. The Standards for Mathematical Practice provide a foundation for the process skills that all K-12 students should be developing during every lesson. Overview of the Unit The purpose of this document is to provide teachers with a set of lessons that are standards-based and align with the CCSS Content Standards and Standards for Mathematical Practice. By standards-based, we mean that students are learning mathematics by exploring mathematically-rich tasks and sharing strategies, ideas, and approaches with one another. During these lessons, the teacher’s role is to truly facilitate learning by posing a task, asking questions that guide students’ understanding, and assess students’ mathematical understanding. The phases of each lesson are: • Engage- Students open the lesson by engaging in a brief activity to build upon students’ prior knowledge. • Explore- Students explore a mathematically rich task or activity that includes the main mathematical goals. During this phase, the teacher may model how to play a game or do an activity, but should not model or over teach strategies or procedures. • Explain- Students discuss strategies and mathematical ideas from the Explore phase. The teacher may teach content and emphasize concepts or strategies here. • Elaborate- Students complete a follow-up activity or task that extends their work from Explore and the discussion of concepts in Explain. • Evaluation of Students o Formative Assessment- How can the teacher assess students during the lesson? o Summative Assessment- How can the teacher assess students’ work after the
Multiplying and Dividing Fractions
North Carolina Department of Public Instruction www.ncdpi.wikispaces.net Overview The implementation of the Common Core State Standards in Mathematics (CCSSM) is both an exciting and anxious time for teachers around the country. Part of the excitement is the CCSS inclusion of both the Content Standards and the Standards for Mathematical Practice. The Standards for Mathematical Practice provide a foundation for the process skills that all K-12 students should be developing during every lesson. Overview of the Unit The purpose of this document is to provide teachers with a set of lessons that are standards-based and align with the CCSS Content Standards and Standards for Mathematical Practice. By standards-based, we mean that students are learning mathematics by exploring mathematically-rich tasks and sharing strategies, ideas, and approaches with one another. During these lessons, the teacher’s role is to truly facilitate learning by posing a task, asking questions that guide students’ understanding, and assess students’ mathematical understanding. The phases of each lesson are: • Engage- Students open the lesson by engaging in a brief activity to build upon students’ prior knowledge. • Explore- Students explore a mathematically rich task or activity that includes the main mathematical goals. During this phase, the teacher may model how to play a game or do an activity, but should not model or over teach strategies or procedures. • Explain- Students discuss strategies and mathematical ideas from the Explore phase. The teacher may teach content and emphasize concepts or strategies here. • Elaborate- Students complete a follow-up activity or task that extends their work from Explore and the discussion of concepts in Explain. • Evaluation of Students o Formative Assessment- How can the teacher assess students during the lesson? o Summative Assessment- How can the teacher assess students’ work after the