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0 Tools for Communication and Collaboration
Lesson Idea Name: Fraction Sense: Equal Shares Using Division

Grade Level/Content Area: 5th grade – Numerical Reasoning
Content Standard Addressed: 5.NR.3.1 Explain the meaning of a fraction as division of the
numerator by the denominator (𝑎/𝑏 = a ÷ b). Solve problems involving division of whole numbers
leading to answers in the form of fractions or mixed numbers.
ISTE Technology Standard Addressed: What would you like students to know and be
able to do by the end of this lesson:
Empowered Learner:
1.1.a Students will articulate and set personal I would like my students to be able to explain the
learning goals, develop strategies leveraging meaning of a fraction as a division of the
technology to achieve them and reflect on the numerator by the denominator. I would like
learning process itself to improve learning them to be able to solve problems using division
outcomes. with whole numbers that result in a fraction or
mixed number.
1.1.c Students use technology to seek feedback
that informs and improves their practice and
demonstrates their learning in a variety of ways.
Global Collaborator:
1.7.b Students use collaborative technologies to
work with others, including peers, experts, and
community members, to examine issues and
problems from multiple viewpoints.
What is the student learning goal(s) for this lesson idea?

Students will be able to use and navigate Web 2.0 Communication and Collaboration tools to gain
knowledge to show and explain understanding of a fraction or mixed number when dividing.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating
How do you plan to implement this lesson and integrate the technology? Check all that apply:
X Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the
student and mostly practice based.
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.
☐ Problem-based (Real world problems) and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing it via an outside source.)
Lesson idea implementation:

To begin the lesson students will be informed of the mathematical standard we are focusing on and
the learning target in the form of “I can” statements. The teacher will introduce a BrainPOP video on
dividing fractions, introduce the topic and ignite students critical thinking. As the students watch the
video, they will be prompted with different questions that check understanding. Once students have
completed the video and corresponding questions, they will navigate back to Pear Deck. Next,
students will partake in a fraction talk where they will drag greater than, less than, and equal to
symbols to each scenario displayed on the slide. This will be a metacognition check by the teacher to
gauge students thinking and understanding. Afterward, the students will be given a true or false
word problem with a suggested solution. The students will determine if the suggested solution is
true or false. When students submit their answer and move to the next slide, they will see a detailed
explanation of scenario and how to solve it to verify if the answer selected is accurate. The students
will engage in a brain break where they will play a fraction portioning game for about 5 minutes.
After time has elapsed, Students will be asked to model what they know by responding and solving
two separate word problems to deepen and check understanding. Finally, the students will take a
summative assessment of what they have learned throughout this lesson. The results will be
immediately available to the teacher and students for reflection. Based on the results of the
assessment, the teacher will be able to see which students need remediation, are on level, or need
enrichment. At the conclusion of the lesson, students will return to Pear Deck and complete the exit
ticket question to check their success of the learning target.
Managing student learning:

The tools used in this lesson are instructional software through BrainPOP. Student Response Tools
(SRTs) created in Microsoft Forms. The basic productivity tool used was Google Slides, and the Web
2.0 tool is Pear Deck. Each of these tools and software allows for the teacher to function as a guide
to students. Students are introduced to varying strategies to explore their learning. Students are
constantly engaged, and the teacher gives students breaks between activities for metacognition
checks. Certain activities will have a time-limit to ensure that students are motivated to remain on
task. Students will have opportunities to use co-engagement with their peers and teachers to review
and verify understanding. With the use of Pear Deck students will learn to create short, concise
responses to learning, allowing all students to be active participants in the learning process.
Students will take ownership of their learning.
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration
Universal Design for Learning (UDL):

Each lesson that is incorporated within the lesson artifact calls for consistent and constant student
engagement. Students will use prior knowledge to work through problems and questions
throughout the lesson. Students can express their own thoughts and opinions in a safe environment.
Since the responses are anonymous students will feel confident to collaborate with others knowing
they will not be ashamed for saying the wrong answer. They can respond with pictures, words, or
selected responses. Students will take ownership of their learning because it is at their pace and calls
for elevated levels of engagement. Students can look to the teacher as a guide rather than the one
who holds all the information. Additionally, the learning activities allow for differentiation. There are
a wide range of activities that will reach a wide variety of students to keep them engaged and
confident in their learning. There is little learning curve for the technology software and tools used
within the lesson, so students will be able to follow along and participate with ease.
Reflective Practice:
The use of Web 2.0 Communication and Collaboration tools allows students to be able to receive additional
scaffolding that does not rely on the teacher having to provide exclusive one-to-one support. Students can
navigate through the lesson at their pace. Going back to different activities as they need to for additional
understanding or support. I am most excited to see how well the students interact with the differentiation
within the lesson activities. I wanted to create a lesson where students have multiple strategies to learn a
topic. I feel that as students move through the lesson and complete the formative assessment they will feel as
if they took ownership of their own learning.
Frazier, 2021

Web 2

Uploaded by

Web 2

Uploaded by

Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Fraction Sense: Equal Shares Using Division

What is the student learning goal(s) for this lesson idea?

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Lesson idea implementation:

Managing student learning:

Universal Design for Learning (UDL):

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