USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,

5th
estimating fraction sums
and differences

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

MACC.5.NF.1.2- 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 fractions and number sense
of fractions to estimate mentally and assess the reasonableness of answers.
Use equivalent fractions as a strategy to add and subtract fractions.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written

How can you make reasonable estimates of fraction sums and differences?

Students will be able to make reasonable estimates of fraction sums and differences.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,
5th
estimating fraction sums
and differences

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

in the past or present tense,

A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either

I am teaching this lesson so that students can use estimating skills when adding and
subtracting fractions.

As the formative assessment, I will have each student place their fraction card on a
number line and explain which benchmark it is closest to.
I did not do the fraction number line because I felt that the students would get
confused not seeing the number line written out and having to mentally create
it in order to fill it in. They were not ready to do it solely mentally, and needed
to have the manipulaives to help them. From the lesson before, students have
a hard time simplifying fractions and realizing that 6/12 is also . Because I
noticed this common theme in the classroom, we did not do the original
formative assessment, and instead used fraction strips to focus on that
misconception.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,
5th
estimating fraction sums
and differences
during this lesson or in
upcoming lessons?

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

Have students do 9/10-5/8. Instruct for them to use either the fraction strips or number
line, and make sure to write down which estimate they are using.
As the summative assessment I will ask the students to write on a notecard what
numbers are used as benchmarks.
Tomorrow they will do the post-assessment.

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about

Definition of benchmark
How to estimate fractions using benchmarks
How to add /subtract fractions

It is important for students to know that a fraction is a part of a whole and what
equivalent fractions means. They also should know how to add like and unlike
denominators

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,
5th
estimating fraction sums
and differences
this content?

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

When estimating, students may not want to consider 0 as a number and use it as the
benchmark that is closest to the fraction.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:

Demonstration, modeling, student centered, gradual release

Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Review homework
Address questions that most students had problems with.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,
5th
estimating fraction sums
and differences
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

Allow for students to show how they got the correct answer
to teach the class.
Review how to use the fraction strips to subtract fractions
with unlike denominators. We did this because students
were having a hard time using the strips to solve the
problems.
We will begin by stating the essential question of the day.
Next I will ask how they think this lesson relates to the lesson the
day before by just reading the essential question. It relates because
we will be using the fraction sums and differences to estimate.
From here I will ask the class what they think the word estimate
means.
From this discussion I will introduce the vocabulary word
benchmark and they will write it down into their journals Show
the index card of the word and definition. I did this so that
the students can see the definition written out which will
reach my visual learners.
I will use a number line on the board to be used a visual when
explaining this term.
I used the elmo instead and used the example of fourths to
show how I would create a number line.
***make sure to explain that the number line is always out of 1 and
the benchmarks are always 1, and 1 but the fractions derived on
the number line depend on the problem.
For example, if finding the of it is 2/4.
Emphasize that we are estimating fractions now using the
benchmarks.
Unlock the Problem
Have a student read question
Ask, what word tells us we are estimating? **about**
***Model this question.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,
5th
estimating fraction sums
and differences

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

Use the number line.

Create number line for sixths. And then circle the
benchmark that 1/6 is closest to: 0. Create a number line for
eighths. Circle the benchmark 3/8 is closest to: .
0+1/2=1/2.
Have students do Share a Show
Allow for one group to come up and explain what they did to
solve the problem.
Remind them of the criteria for sharking work. 1) Make sure
everyone understands the problem. 2) Show each step and
explain. 3) Everyone in the group must participate. 4) Ask if
anyone has any questions
On Your Own problems
Give problem for students to do on their own
9/10-5/8.
I noticed that students were having a hard time using the
number line, so I showed the same problem but using the
fraction strips to solve it. By giving them this other strategy
I am supplying them with two different ways of solving a
problem. If the number line did not work for them and they
liked the manipulatives then that was an option. I could see
that almost half of the class was having a hard time using
the number line so I stopped for a minute and introduced
this other strategy.
Start with the 1 whole. Then put the under. Explain this is
essentially the same as the number line, but using fraction
strips. Put 9/10 underneath. Ask is it closest to 0, or 1
whole? 1 whole. Why? It is only 1/10 away from 10/10.
Now put 5/8 underneath the half. Which benchmark should
we pick? . Why? Because it is 1/8 away from 4/8.
1 + = 1

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,
5th
estimating fraction sums
and differences

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

Give independent problem and allow to use either strategy:

4/6 + 1/8.
What will you do if

a student struggles with the content?

I will use more simple fractions that are used more often.
Reteach what they need more understanding on.

What will you do if

a student masters the content quickly?

I will have them make up their own problem and answer it.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will assign the enrichment packet for them as their homework.
How will you differentiate instruction for students who need additional
language support?
I will make sure to write the vocabulary and definition as a visual for when we are
discussing it. I will also ensure to write on the board in order to have more visuals when

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math,
5th
estimating fraction sums
and differences

Group
Size: 22

Name: Ana Morillo

Date of Lesson: November
2, 2016

talking about fractions

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

A few students work best with manipulatives, so I will take them to the small group table
to focus mainly on the faction strips as models.
CW-This student benefits from a small group setting, so I took her as well as 3
other students to the back table to focus on their needs. She was ready to
move on to todays lesson but not confident in the material.
CF- This student is one of the 4 who is taken to the small table. He needed a
reteach of yesterdays lesson, so while the other 3 were practicing todays
estimating, I had him next to me and we focused on subtracting fractions with
unlike denominators.
MS- this is another student who was at the small group table because she also
benefits from small group setting. Usually this student will grasp the content
but needs extra times and practice.
AL-This student was also in the back with me during independent time. She
needed my support to go through each step.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

String number line, fraction cards, white boards, markers, fraction strips