Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Jonathan Alexander Vazquez

Math Fractions

Grade level(s):
5th

Date:
10/27/14

Standard:
Number and OperationsFractions
Use equivalent fractions as a strategy to add and subtract fractions.
1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given
fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions
with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad +
bc)/bd.)
2. Solve word problems involving addition and subtraction of fractions referring to the same whole,
including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7
< 1/2.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
What are students learning? Underline content type.
Students will learn how to add and subtract fractions with unlike denominators.
II. LEARNING OUTCOME (Objective):
Given a set of fractions, students will demonstrate knowledge of (level of cognition) adding and
subtracting fractions with unlike denominators (content) by solving the set of fractions with 70%
accuracy.(proving behavior or activity)
DOK/Cognitive Rigor Level: Knowledge
Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):
Students must be able to listen, speak, and write during this lesson. Students must be able to share ideas
and work together to solve problems in this lesson. They must have some knowledge or understand the
vocabulary that will be presented like fractions, denominator, and numerator.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson
comes before this lesson? What lesson comes after this lesson?
The lesson that comes before this is performing operations with multi-digit whole numbers and with
decimals to hundredths. The lesson that comes after Number and Operations-Fractions is applying and
extending previous understandings of multiplication and division to multiply and divide fractions.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
I will pass out a bag of M&Ms and have the students group the M&Ms in colors. They will then create
fractions from the colors given and write what they found on their white boards.
Student friendly objective: By the end of our lesson you should be knowledgeable in(level of
cognition) adding and subtracting fractions with unlike denominators (content) by solving of
the problem set given. (proving behavior or activity)
Purpose: Why are students learning this? Why is it important?
Students need to understand what fractions represent and how they relate to whole numbers. Fractions
are important because if you plan on being a doctor or any position in a technical field you must be able
to add, subtract, multiply, and divide fractions. Most importantly, fractions represent size of things
therefore you would rather have of a chocolate bar rather than of one.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Introduce Fractions
a. T input Label and Define
Part of a whole.
the bottom number (the denominator) says how many parts the whole is divided into
the top number (the numerator) says how many you have.
Pass out sheets of papers and have them fold them to create visual examples of fractions. For example
folding a paper in half to show . Folding a paper in thirds to show 1/3 etc.
a. T model
Label numerator and denominator on the board.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Have the students label the numerator and denominator on a given set of fractions. Then the students
will raise their white boards or strips of paper and point to the fraction presented.
Step #2: Adding Fractions
a. T input Explanation
a. T model I will show students how to add fractions with unlike denominators by finding common
factors to create like denominators.
Ex) and
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
I want students to actively participate in helping the class find like denominators. I will put up a set of
problems and have students use prior knowledge of fact families to find common denominators.
Step #3: Adding Fractions con.
a. T input Meaningful first-hand activity
a. T model Pass out a worksheet with four problems that involve students adding fractions with unlike
denominators.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
I will have the students respond orally in unison or write on their white boards.

Step #4: Subtracting Fractions

a. T input Explanation
Subtracting fractions is just like adding fractions. We must first find like denominators and then solve
fractions.
a. T model Provide examples and show students how to subtract fractions by finding common
denominators.
Ex) 5/6 -3/4
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
I want students to actively participate in helping the class find like denominators. I will put up a set of
problems and have students use prior knowledge of fact families to find common denominators.
Step #5: Subtracting Fractions con.
a. T input Meaningful first hand activity
a. T model Pass out a worksheet with four problems that involve students subtracting fractions with
unlike denominators.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
I will have the students respond orally in unison or write on their white boards
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Students will be given a word problem/problems and asked to solve.
1) 2/3 + 1/6
2) 5/8 + 1/16
Word Problem:
1) Pam walks 7/8 of a mile to school. Paul walks 1/2 of a mile to school. How much farther does Pam
walk than Paul?
2) You give 1/3 of a pan of brownies to Susan and 1/6 of the pan of brownies to Patrick. How much of
the pan of brownies did you give away?
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
White Boards
Markers
Math Journals
Pencils
Construction Paper
Handouts
Exit Slips
Manipulatives
M&Ms

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation
I will write a set of math fractions on the board and have students work on their whiteboards. I will
give students about 6 minutes to work on these fractions and have them raise up their boards when
time is up. I will see who understood the lesson and help those that need to be accommodated.
Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
Exit Slip (7 minutes)
1. Put the fractions in order from least to greatest: 6/7, 1/8, 2/5, 1/4
2. Pablo, Susan, and Troy baked a batch of 25 cookies. Pablo eats 5, Susan eats 4 and Troy eats 7.
What fraction did the kids eat together? What fraction of the cookies is left?
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
Accommodations
Provide materials and manipulatives to understand abstract math concepts. Possibly provided calculators
for computation tasks. Additional examples and explanations. Provide extra time to complete assignments.
Modifications
Reduce the number of problems or the complexity of the items required.

VII. HOMEWORK (if appropriate): none