5E Lesson Plan Template

Your name or Michael Polnitz

Cooperating
teacher name
(if needed)

Date(s) taught April 20, 2023

Subject Math
Grade level 5

Materials Ziplock bags

Red, blue, and green manipulatives to represent snacks
Copy paper to record solutions
Bingo Worksheet
Chromebooks
Grading Rubric
Flipgrid Instructions Handout

Standards Preparation for 5.11 - Solve word problems involving division of whole numbers
(State and leading to answers in the form of fractions or mixed numbers.
ISTE
5.11a - Model and interpret a fraction as division of the numerator by the
Standards for
denominator (a/b = a <divided by>b.
Students)
5.11b - Use visual fraction models, drawings, or equations to represent word
problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers
6. Creative Communicator Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools,
styles, formats, and digital media appropriate to their goals. Students: a. choose
the appropriate platforms and tools for meeting the desired objectives of their
creation or communication. b. create original works or responsibly repurpose or
remix digital resources into new creations. c. communicate complex ideas
clearly and effectively by creating or using a variety of digital objects such as
visualizations, models, or simulations. d. publish or present content that
customizes the message and medium for their intended audiences

Objectives With 80% or higher accuracy, students will be able to determine the greatest

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 common factor (GCF) of two or more numbers.
With 80% or higher accuracy, students will be able to effectively communicate
their understanding of GCF through a published Flipgrid video.

Differentiation This lesson provides differentiation throughout each phase of the lesson. Visual
Strategies and kinesthetic learners will work hands-on to create visual representations of
the given scenarios to solve the task. Auditory students will hear those
vocabulary terms and their peers’ explanations that will aid in their
understanding. Heterogeneous groups will be created to ensure that special
needs learners are not left behind.

The 5 Es

E Description

Engagement 1. Students will be given the following scenario: You and your friends are going
on a hiking trip, and you decide to make snack bags for the trip. You buy a pack
of 24 granola bars, 36 pieces of dried fruit, and 12 packs of peanuts. You want
all snack bags to have the same amount of granola bars, dried fruit, and peanut
packs without having anything left over. In groups, students will discuss possible
solutions to accomplish the task.
2. Teacher answers questions that students may have to clarify the scenario.
3. Individually, allow students time to think of possible solutions or strategies to
accomplish the task.

Engagement Students must develop a strategy of possible solutions of how to accomplish the
Assessment task.

Exploration 1. Students will work in groups of 2-3 students to find all possible solutions to the
scenario: You and your friends are going on a hiking trip, and you decide to
make snack bags for the trip. You buy a pack of 24 granola bars, 36 pieces of
dried fruit, and 12 packs of peanuts. You want all snack bags to have the same
amount of granola bars, dried fruit, and peanut packs without having anything left
over.
2. Students will be given multiple Ziplock bags, 24 red manipulatives, 36 blue
manipulatives, and 12 green manipulatives representing each snack, and a
blank sheet of copy paper to record findings.
3. Allow time for students to work in groups. (Do not exceed 30 minutes)
4. Come together as a whole group. The teacher will pose the following
questions: How many bags did each group create without leaving any materials
leftover? Compile a list of responses from groups. Teacher will then pose the
question: What is the smallest number of snack bags created? What is the
greatest number of snacks bags created? (Teacher does not give a right or

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 E Description

wrong answer for each question.)

Exploration Students will complete the following question as an exit ticket: What strategies
Assessment did you use to determine the number of granola bars, pieces of dried fruit, and
peanut packs for each snack bag?

Explanation 1. Revisit the snack bags scenario.

2. Discuss strategies of various groups from the exit ticket.
3. Introduce term the following terms: factor, common factors, greatest common
factor
4. Students will list all factors of 24, 36, and 12. Then, students will identify
common factors among 24, 36, and 12. (Solutions: 1, 2, 3, 4, 6, and 12)

Explanation The teacher will ask the following: What is the connection of the common factors
Assessment to the snack bag scenario? (Allow students to respond.) Did any group produce
all the solutions for snack bags? (Allow students to respond.)

Elaboration 1. The following will add the previous exploration scenario: Your mom bought 18
juice boxes for you to add to the snack bags. Give all possible solutions. What is
the greatest number of snack bags that can be created?
2. Students will work in groups of 2-3 students to accomplish the task.

3. Students will create a Flipgrid, using the instructions provided, demonstrating

their group’s strategy for determining 1 possible solution.

Evaluation Come together as a whole group. Watch each group’s Flipgrid’s. Students will
score each group’s Flipgrid using the provided rubric

Expansion 1. First, students will make their own 4 x 4 bingo cards as the following:

Students may decide where to place their free space.

2. Provide students with the following list of answer choices to be randomly
placed on their bingo boards using an ink pen or marker: Numbers 1-16, 18, 20-

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 E Description

21
3. Make a copy of the answer worksheet. One to cut up strips to pull from during
calling and the second to mark off answers that have been called.
4. Students are required to solve all problems by showing all their work on a
sheet of notebook paper that will be submitted for evaluation (this will serve as a
student's assessment grade).
5. Play the game of bingo. Continue until all cards have been called. Students
can use manipulatives or torn sheets of paper as chips to cover answers as they
are called.
6. Submit bingo card and answer sheet for evaluation.

Expansion Students’ bingo card and answer sheet will be evaluated as the assessment
Assessment

Name ______________________________________________

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 Hiking Trip Rubric
Criteria 4 3 2 1

(Excellent) (Proficient) (Good) (Poor)

Explanation Explanation Explanation Explanation

shows shows shows some shows very
Mathematical complete substantial understanding limited
understanding understanding of the understanding
Concepts of the of the mathematical of the
mathematical mathematical concepts underlying
concepts used concepts used needed to concepts
to solve the to solve the solve the needed to
problem(s). problem(s). problem(s). solve the
problem(s).

Typically, uses Typically, uses Sometimes Rarely uses an

an efficient and an effective uses an effective
Strategy/Procedures effective strategy to effective strategy to
strategy to solve the strategy to solve
solve the problem(s). solve problems problems.
problem(s). but does not do
it consistently.

All members Most members Some Members were

were active were active members were not active nor
Video and and active and contributing to
contributing to contributing to contributing to finding 1
finding 1 finding 1 finding 1 possible
possible possible possible solution
solution solution solution accurately.
accurately. accurately. accurately.

All students Most students Most students Some team

contribute to contribute to contribute to members do
the discussion, the discussion the discussion not contribute a
and all are and are and are fair share of
Teamwork listened to listened to listened to the work.
respectfully. All respectfully. All respectfully. All
team members team members team members
contribute a fair contribute a fair contribute a fair
share of the share of the share of the
work. work work.

Name _______________________________________________

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 Flipgrid Instructions

Record and demonstrate your group's strategy for determining 1 possible solution.

1. Go to https://flipgrid.com/5380a049 to open the Let’s Go Hiking discussion forum.

2. Read the prompt given. Then, using the materials given demonstrate a strategy your

group used to determine one possible solution.

3. Once your group has decided on a possible solution, your group is ready to record.

4. To add a response, click the blue button “Add a response.”

5. To record your video, click the circle. You will be given a brief countdown before

recording begins. Before you record, you can choose different options or effects to set.

up your response. You can also change options or effects while you record.

6. To stop recording, click pause. To delete the response and try again, in the bottom.

left click Retake.

7. To go to the review step, in the bottom right click Next.

8. Reviewing your video, you may a. Trim the video clip: Under the video player, click

the video clip bar. To adjust the length of the clip, select one of the 2 thick blue bars and

move it along the clip. When you’re done, in the bottom right, click Confirm.

b. Add another video clip: Under the video player, to the right of the video clip bar,

click add more. Select the type of clip you want to add.

9. To go to the post video step, in the bottom right, click Next.

10. To post your video, in the bottom right, click either Post to topic.

11. View video posts of other groups.

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