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You are on page 1of 5

Teacher:

Subject:

Leah Maynez

5th Grade Mathematics Problem Solving

Common Core State Standards:

5.NF.A. 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. Using benchmark fractions and number sense of fractions to estimate mentally

and assess the reasonableness of answers.

Objective (Explicit):

By the end of the lesson, students will be able to solve the given word problem involving the addition

and subtraction of fractions by using problem solving techniques as well as manipulatives or

equations to represent the problem.

Evidence of Mastery (Measurable):

Provide exemplar student responses with the level of detail you expect to see.

Assign value to each portion of the response.

Student will receive an answer of 30 skittles for the problem-solving question. Skills and techniques

include, but are not limited to using the skittles or drawing visual fraction models or equations to

represent the problem.

Problem-Solving Question:

Mrs. Pettit had a bag of skittles. She gave Mr. Pettit 1/2 of the skittles in the bag. She then gave 1/5 of the

skittles left in the bag to Holt. Mallory asked Mrs. Pettit for skittles, so she told her to take 1/3 of the

skittles that were left. In the end, Mrs. Pettit ate the final 8 skittles, leaving no more skittles in the bag.

How many skittles did Mrs. Pettit have in her bag to begin with?

Possible Exemplar Student Response:

How will you review past learning and make connections to previous lessons?

What skills and content are needed to ultimately master this lesson objective?

How is this objective relevant to students, their lives, and/or the real world?

SWBAT:

Number sense of fractions

Model Fractions

Add/Subtract fractions with the same denominator

Add/Subtract mixed numbers with unlike denominators

Key vocabulary:

Materials:

Problem Solving Question (see evidence of mastery)

Fraction: Part of a whole number

Skittles

Scrap paper

Pencil

Opening (state objectives, connect to previous learning, and make relevant to real life)

How will you connect to past learning?

How will you present the objective in an engaging and student-friendly way?

How will you communicate its importance and make the content relevant to your students?

Before

I have a problem for you guys solve. This problem does require prior knowledge on fractions.

Teacher Will:

Student Will:

knowledge of students

fractions.

2. Teacher will draw a circle with six

parts. How many pieces do I have

in my drawing?

3. If I want to take 1 piece from all 6,

what fraction would that give me?

4. If I wanted to shade the fraction

3/6, how many pieces would I shade

in?

5. Teacher will draw a rectangle with

six parts and shade in one piece.

(Comparing to circle with six parts

and one piece shaded) Does this

drawing represent the same fraction

as our original drawing?

6. Yes they do because we have six

parts in our circle and rectangle with

only one piece shade, which

represents the fraction 1/6. It doesnt

matter that one is a circle or square.

7. Ok, now if I were to take away 1/4

from 1 whole, what fraction am I left

with?

8. Great. How could I represent that

as a drawing?

9. Ok, how about as a equation where

1/4 is my answer?

10. Ok, great. You guys have enough

prior knowledge to be able to solve

this problem. Quickly can anyone

share with me any strategies for

problem solving?

Teacher Will:

1.

2.

3.

4.

5.

6.

7.

8.

students on what they are currently

learning supporting new/current

material.

the objective, with your support, such that they continue

to internalize the sub-objectives?

You guys will be working on this

problem individually for about 10

minutes.

2. Take out skittles and scrap paper. I

have brought skittles for you guys to

use as manipulatives. You dont

4. Begin working on problem solving question.

5. Collaborate and work with other classmates.

During

1.

Listen to teacher.

Students will say, 6.

Students will say, 1/6.

Students will say, 3.

Students will say, Yes.

Listen to teacher.

Students will say, 3/4.

Students will draw a model with four parts with one

piece shaded.

9. Students will write: 4/4 3/4 = 1/4

10. Students can say, Draw a picture, try a simpler form

of the problem, guess and check, make a list, look

back, etc.

Student Will:

can use any type of problem solving

strategy to solve this problem.

3. After you think you have a

solution, ask yourself: Does my

answer make sense? Is it

reasonable?

4. Alright you guys can start.

Remember, you are doing this

individually for about 10 minutes.

Teacher will encourage students to

continue working on the problem if

they stop.

5. After 10 minutes, tell students they

can now collaborate and work with

other classmates for another 5

minutes.

Teacher Will:

This is where you assess the new/current

material students learner without guided

them (to complete independently i.e. exit

tickets)

Student Will:

How will students independently practice the knowledge

and skills required by the objective?

process as well as share the problem-solving

strategies they used.

Listen to teacher.

Listen and observe teacher.

After

1.

the answer and can explain their

process? Can you share with us what

problem solving strategies you

2.

used?

3.

2. Teacher will either confirm students

answers or say it is incorrect.

3. If no one got the correct answer,

teacher will explain the various

ways of coming to a solution (see

evidence of mastery) as well as

demonstrate how to check if her

answer is reasonable.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?

Why will students be engaged?

As you guys work on any type of problem, like we worked on a fraction problem today, you can use

various of problem solving strategies, such as drawing a picture, act it out, or using a model. Problem

solving is a process and does take time. However, as you work on more problems, you will gain more

understanding and mathematical power. Meaning even if you may not know what to do exactly, you

will know what to do to get started.

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