Sample Lesson Plan #1: Grade 5

British Columbia Math Curriculum

Grade Level:​ Grade 5 Date:​ April 2019

Big Idea(s):
● Numbers describe quantities that can be represented by equivalent fractions.

Curricular Competencies:
● Estimate reasonably
● Develop mental math strategies and abilities to make sense of quantities
● Visualize to explore mathematical concepts
● Represent mathematical ideas in concrete, pictorial, and symbolic forms

Content:
● Equivalent Fractions - creating multiple different fractions that represent the same
quantity

Constructivist Elements
Accessing Student Prior Knowledge and Experiences: Build upon the prior knowledge of
students.
● Teacher displays images representing several basic proper fractions
● Review components of the fractions and have students create representations of their
own proper fractions
● Pose questions - Which is bigger? How do you know?
● Small group discussion

Provocation​: ​Used to help students develop their own meanings of concepts.

● Display images of multiple same size pizzas cut into multiple numbers of slices
● Pose question: Would you rather have 1 slice of pizza or 2 slices of pizza?
● Allow students to discuss and share ideas

Metacognition: How will students reflect question and think about their own thinking?
Students will be prompted throughout the lesson to be reflective in their thinking.
The following questions will be posed by the teacher (the teacher will also be modeling how to
answer these questions):
● What do you notice?
● How do you know?
● Can you show your thinking in another way?
● What will you do next?

Concepts: Plan for students to explore concepts in a variety of ways.

● Students will explore equivalent fractions pictorially and numerically
● Use of whiteboards and markers
● real world examples - pizza, chocolate bars
● Game - Equivalent Fraction Bingo
 Goals: How will you ensure that students understand what they are learning and why they are
learning it?
● Learning goals will be discussed at the start of the lesson
● Consistently remind students of real world examples of the use of equivalent fractions
● Whiteboard work will allow for quick assessment of student understanding as they
hold up responses
● Exit ticket

Collaboration, Cooperation and Dialogue: Build in social aspects.

● Student response sharing and small group discussions
● Option to play Equivalent Fraction Bingo with partners

Materials: Can the lesson include a hands-on element?

● Whiteboards and markers
● Students draw fraction representations
● Option: Multi-colored tiles, Fraction strips/circles

Synthesis: Provide opportunity for reflection, closure, sharing and discourse around where
learners will be going next.
● Students will revisit the initial learning goals, self determine their level of
understanding, and share with the group if they wish
● Questions: What is new for you? What are you wondering about? What are you
comfortable or confident with? What challenges are you having?

Lesson Outline: Be as detailed or open-ended/flexible as you like.

Opening: Access prior Knowledge
● Teachers displays various proper fractions
● Teacher prompt discussion on the various components of the fractions
● Students to draw images that represent the displayed fractions and compare with each
other
● Pose questions: Which is bigger? How do you know? Explain.

Provocation:
● Teacher displays images of 3 same size pizzas cut into different numbers of slices
● Ask: Would you rather have 1 slice of pizza or 2 slices?
● Students discuss and place their responses on their whiteboard
● Discussion: Students should be thinking that it depends on which of the three pizzas
they are getting their slices from

Activities:
Part 1
● Teacher will display a new example of a simple proper fraction such as 2/4
● Students will be challenged to draw a pizza on their whiteboard that is equivalent to
2/4 but has a different number of slices
● After 3 minutes students will share their work with a peer and be encouraged to
explain their thinking.
 ● Teacher asks for examples to be shared with the whole class and leads discussion
using questions outlined above to have students think about their thinking.
● The group will determine how many different pizzas were created
● Which ones have the biggest slices? Smallest? Are all the pizzas the same size?
Part 2
● Teacher Question - How do we create equivalent fractions?
● Show a pair of equivalent fractions both numerically and pictorially
● Students will be encouraged to look for patterns and determine any “tricks” that they
can find to create equivalent fractions
● Discuss in small groups then share with whole group
Part 3
● Teacher gives student choice: 1. Students work in small groups to draw or create
numerical fractions and have their partners try to create an equivalent. OR 2. Students
play “​Equivalent Fraction Bingo​” either individually or with a partner.

Close: Synthesis
● Students are called back for a lesson closure
● Teacher leads discussion to revisit the initial learning goals, self determine their level
of understanding, and share with the group if they wish
● Questions: What is new for you? What are you wondering about? What are you
comfortable or confident with? What challenges are you having?
● Exit ticket - Teacher displays another fraction - students must (in their notebook)
represent an equivalent for that fraction either numerically or pictorially (students could
be challenged to add two equivalent fractions)
● Student leave notebooks open on their desks for teacher to quickly observe and take
note of.

Assessment Notes:
● As this in an introductory lesson, informal formative feedback will take place
throughout the lesson.
● The teacher will also make anecdotal notes regarding individual student understanding
through observations of discussions and whiteboard displays
● Completion/performance with the exit ticket

Additional Notes: