SCHOOL DISTRICT OF HOLMEN

Educator Effectiveness System

DPI Lesson Plan Form Aligned to Danielsons Components

An Assessment System that supports, cultivates, and develops good teaching

Created August 2003, updated in 2005, 2008, 2009, 2010, 2012

Most recently updated on August 4, 2014

August 2014

School District of Holmen

Lesson Plan
Develop a standards-based lesson plan by aligning your resources with Wisconsins education initiatives to support the
diverse learning needs of the range of learners within your local context. This resource can be used to create a process
for developing lesson plans that outline essential elements of lesson designstandards, high quality instruction, and a
balanced assessment system. A lesson can vary in length, is recursive in nature, and allows students several
opportunities for practice.
GENERAL INFORMATION
Grade

Class

Length of Lesson

Spec. Ed. Remedial Math

Unit Title and Lesson Title

Unit Title
Subtracting

120min/3 class periods

Sequence: Where does this lesson fit within the unit? (1a; 1e)
Lesson Title
Subtracting Mixed Numbers
Using a Visual Model

This lesson is the tenth out of twelve different topics in the

subtraction unit. Prior to this lesson, students have
explored how to subtract multi-digit whole numbers,
subtract numbers with decimal values, and subtract
fractions with like denominators. In this lesson, we will
subtract mixed numbers with like denominators.

LESSON OVERVIEW

Students will begin this lesson by exploring subtracting mixed numbers without any borrowing. Students will be given
fraction bars to trace the numbers in the problems. Students will be given the first number in the problem. They will be
instructed to draw a model of the number. Then, they will be given the second number in the problem. Using the model
they drew, they will have to show how to take away the second number. After students have demonstrated
understanding of this concept, they will move on to problems that involve borrowing from the whole number. They will
complete problems in a similar structure as the first day. On the last day, students will practice incorporating the
numerical representation with the visual representation.
LESSON STANDARDS
Which standards (i.e., content standards, Literacy Standards for All Subjects, and Standards for Mathematical Practice) can be integrated to
deepen learning? Think about the content, cognitive, receptive and productive language, and behavioral demands of the standards. (1c)
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
CCSS.MATH.CONTENT.4.NF.B.3.C Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and
subtraction.
LESSON TARGET(S) and
SUCCESS CRITERIA
What is/are your learning target/s? What does proficiency look like? How will you communicate that to students? (1f) Students will
Students will be able to solve subtraction problems involving mixed numbers with like denominators.
Students will be able to use tools in order to show their thinking throughout the process.
Students will be able to complete problems using a typical algorithm format at the end of the lesson.
Throughout the lesson, all students will be assessed formatively. Students will complete one problem at a time, and then
go over it as a class. This will allow me to check to see which students completed the problem correctly and address
errors as we progress through the lesson. At the end of the class period each day, students will complete an exit problem
independently to check for understanding. After the three days of this lesson, students will complete a formative
assessment on subtracting mixed numbers with borrowing. Students will demonstrate mastery by obtaining a 7/10 on this
final formative assessment. At the end of the unit, students will take a summative assessment on subtraction.
August 2014
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School District of Holmen

ESSENTIAL QUESTIONS
What open-ended, grade-level appropriate questions will prompt exploration, innovation, and critical thinking about the big ideas?
(1c)
I anticipate students will get stuck when they are expected to borrow from the whole number. If and when this occurs, I
will ask students to think about other subtraction problems that we have completed. How are these problems similar to
those problems? Are there any strategies that we already know that we could try to use for this problem? How will we
have to adjust strategies (borrowing) that we learned in order to make them work for this problem? How do you know
how much to borrow for this problem?
ASSESSMENTS
How will you use formative assessments to elicit direct, observable evidence in order to monitor and/or measure student learning
and inform instruction? (1f)
How will you use the results of your formative assessments to differentiate instruction?
How will you communicate student learning?
How do students provide feedback about their learning?
In what ways do students have multiple options to demonstrate their learning?
How will your assessments be culturally responsive?

Since I will be assessing students after each problem with a simple check, I will be able to address misconceptions in the
moment. This will allow me to guide student thinking in the correct direction. Students will be given immediate feedback
after each problem as we will check problems together as a class. They will be given the opportunity to explain their
though process and critique the thought process of their classmates as we discuss problems. At the end of the class
period, students will complete one exit problem independently, which I will check after class. This will allow me to
determine if there are still errors that need to be addressed class-wide or on an individual basis.

LESSON CONCEPTS AND

ACADEMIC VOCABULARY
What general academic and domain-specific words deepen student understanding? (1a, 1e)
Mixed number
Equivalent

Subtract
Equal

Fraction
Solve

Whole number

Evaluate

Algorithm

PRIOR KNOWLEDGE AND

PRE-LESSON DATA ANALYSIS

What is it that students need to know and be able to do prior to this lesson? (1a)
What are your students strengths, weaknesses, preferences, and interests? (1b)
How will you determine what students know and can do and their preferences and interests in preparation for this lesson? (1f)
What conceptions and misconceptions or misunderstandings might students have related to this lesson?(1a)
How will this information be used to plan instruction? (1a, 1b, 1e)

Students need to be able to subtract whole numbers and fractions with like denominators prior to this lesson. The
borrowing that students encounter in subtracting whole numbers will assist them in developing a strategy for borrowing
during this lesson. They need to have built number sense regarding fractions and understand what a mixed number looks
like. As my students have disabilities in the area of math, I will provide them with visual representations to help them make
sense of the problems. Many of them are strong kinetic learners, and I will provide opportunities for them to do things
manually in order to build understanding. Based on prior work with fractions, I have a good sense of the methods and
tools my students prefer to use when discussing fractions. I will work these into my instruction in order for students to feel
confident in their work. Some misconceptions that students had during the subtracting whole numbers lesson will likely
carry over into this lesson. I anticipate that instead of borrowing, some students will try to subtract the smaller number
from the larger number, not paying attention to the order of the problem. In order to address this, I will plan on not giving
the entire problem at one time. Instead, I will have students work to build the first number before I tell them what number
to take away. Prior to working problems, students will review properties of math, in order to stress that for addition the
order does not matter, but for subtraction the order is important.

August 2014

School District of Holmen

LESSON PROCEDURE
As you plan, consider the following:
Steps/Lesson Procedures
1. How will you communicate and revisit the learning target/s at both the beginning and end of daily instruction? (3a)
2. How will you use instructional practices and strategies within an instructional framework that aligns to Wisconsins Guiding
Principles for Teaching and Learning to ensure meaningful engagement for all learners? Consider
What role does students prior knowledge play in the lesson? (1a, 1e)
How can you activate or supply background knowledge? (1e)
How is proficiency for the learning targets defined? How will you communicate this to students? (1c)
Which routines will be taught or revisited in order for students to be successful in this lesson?
Which culturally responsive research-/evidence-based instructional practices and strategies will you use? (1b)
How will you purposefully group students to facilitate learning? (1e)
How will you make intra- and/or interdisciplinary connections? (1a)
How will a range of assessments be used to monitor and/or measure student learning and inform instruction? (1f)
How will you use the results of your formative assessments to plan interventions and/or additional challenges for
students? (1f)
How will you represent key information in multiple ways, e.g., visual, auditory, and kinesthetic?(3c)
How will you engage students with information in multiple ways, e.g., visual, auditory, and kinesthetic? (3c)
How will you minimize distractions? (2e)
What technology and media will you use to deepen learning?(1d)
How will you optimize access to technology and media?
What assistive technologies will individual students require to access learning? (1b)
What resources and materials will you use to deepen learning? (1d)
How will you use disciplinary literacy to engage students in authentic tasks? (3c)
How will you provide students with opportunities for application of skills, student directed inquiry, analysis, evaluation,
and/or reflection? (3c, 3d)
How will you provide students with opportunities to be flexible, make choices, take initiative, interact with others, be
accountable, and be a leader? (1e)
Resources, Materials,
and Technology

Lesson Plan
Day 1
1. When students enter the room, all materials will be laid out at their table ready to go.
2. To begin class, I will announce to students that today we will continue our work with
subtracting and fractions by increasing the difficulty and subtracting mixed numbers.
3. I will allow students two minutes to play with fraction cubes before starting instruction, so
that during the lesson all tools are used appropriately.
4. Ask students what parts a mixed number has to it? (whole number and fraction)
5. Have students practice building a mixed number.
6. Explain to students today we will be drawing visual representations of mixed numbers on
the table to help us solve some more complicated problems. Allow students two minutes
to draw whatever they want on the tables, as they have never been allowed to draw on
tables before.
7. Give students first number of subtraction problem. Ask them to draw a representation of
the number using the fraction cubes, dry erase markers, and their tables.
8. Once all students have drawn the correct representation, ask them to take away the
next number by erasing part of their picture.
9. Walk around the room and monitor student work.
10. After all students have completed, ask for a volunteer to give their answer and explain
how they got it. Draw student work on the smart board as they are explaining. Do thumbs
up or thumbs down check with the rest of the class to see if answers match. If answers do
not match, ask students to identify where their thinking went wrong.
11. Repeat 7-10 for four more problems as a class. Use questioning throughout the process
to guide students and address errors in thinking.
12. With the last few minutes of class, give students one exit problem to complete on their
table before they leave.

August 2014

Dry erase markers

Eraser
Fraction cubes
Smart board

School District of Holmen

LESSON PROCEDURE
Day 2
1. Have all materials laid out on tables as students enter. Have entrance problem on the
board for students to complete as they come in.
2. Correct entrance problem as a class. Record as formative check. Correct any errors in
thinking from previous days lesson with class discussion.
3. Give students first number of subtraction problem with borrowing. Have them draw first
mixed number.
4. Give students second number of subtraction problem. Let students work/think/try
strategies for two minutes before bringing class back together.
5. Some students will likely be stuck at this point, ask for a volunteer to share a strategy that
they could try. Lead discussion of different strategies and how we might have to alter them
to fit this problem.
6. Complete first problem together as class, visual representation only.
7. Give students first number of subtraction problem. Ask them to draw a representation of
the number using the fraction cubes, dry erase markers, and their tables.
8. Once all students have drawn the correct representation, ask them to take away the
next number by erasing part of their picture.
9. Walk around the room and monitor student work.
10. After all students have completed, ask for a volunteer to give their answer and explain
how they got it. Draw student work on the smart board as they are explaining. Do thumbs
up or thumbs down check with the rest of the class to see if answers match. If answers do
not match, ask students to identify where their thinking went wrong.
11. Repeat 7-10 for four more problems as a class. Use questioning throughout the process
to guide students and address errors in thinking.
12. With the last few minutes of class, give students one exit problem to complete on their
table before they leave.
Day 3
1. Have all materials laid out on tables as students enter. Have entrance problem on the
board for students to complete as they come in.
2. Correct entrance problem as a class. Record as formative check. Correct any errors in
thinking from previous days lesson with class discussion.
3. Inform students that today we will use what we have learned in the past two days, and
try to connect our pictures with an algorithm.
4. Give students a problem on the board and have them copy it on the table. The first
problem will not include borrowing.
5. Have them complete a picture next to the problem. Have students erase number they
are taking away and write down what they have left (answer).
6. Ask volunteer for the answer, do thumbs up or thumbs down check for understanding.
7. Address any student errors with class discussion.
8. Give students a problem on the board and have them copy it on the table. This
problem will include borrowing.
9. Complete this problem on the smart board along with students to model my thinking of
translating the visual representation into the algorithm.
10. Ask students to share a strategy from the previous day of how to attack the problem.
11. Demonstrate the strategy of dividing one of the whole pieces into fractional pieces and
modeling that numerically by crossing out the whole number, reducing it by one, and
adding a fractional whole number (ex: 4/4) to the fraction part.
12. Complete problem by modeling crossing out what students are taking away and
recording what is left at the end of the problem.
13. Have students complete five more problems in this manner. Stop after each problem
and have a student share their answer/work and check with thumbs up or thumbs down. If
students have a problem incorrect, have them identify their errors.
14. At the end of the class, have students complete an exit ticket problem with a
numerical representation (algorithm) only. Correct and address any errors the following
day.
August 2014

School District of Holmen

TEACHER REFLECTION & POST-LESSON

DATA ANALYSIS

Did all my students demonstrate evidence that learning occurred? How do I know?
Which students did not meet the expected learning based on the assessment evidence? What interventions will I use?
Which students exceeded the expected learning based on the assessment evidence? What challenges will I use?
How will this information be shared?
How can I grow professionally to enhance student learning?
(4a)

All but two of my students demonstrated mastery in this skill based on the formative assessment they took following this
group of lessons. For the students who did not meet the target score, they will receive one on one instruction while other
students work on extension story problems collaboratively. In the one on one instruction, I will continue to model my
thinking while I gradually transfer that skill to the student. The information about student progress in this skill area will be
shared via annual IEP progress reports, as all students are working on fractions as part of their IEP goals. I will continue to
work with our district math coordinator to develop techniques for teaching strategies that fit the needs of my students. I
will also collaborate with other special education teachers in my building to share and discuss different strategies that
worked or
didnt work in our classrooms.

August 2014

School District of Holmen