Lesson Plan # 5

Name: Olivia Yancey

Date: 11/18/16
Lesson Title: Quiz Review L.T. 5.1Estimated Time: 51 min
5.4
Grade/Subject: 6th Grade Math
Central Focus: To perform fraction operations involving proper, improper and
mixed numbers within expressions, real world scenarios, and equation solving.
Content Standards:
[6-NS4] Find the greatest common factor of two whole numbers less than or equal
to 100 and the least common multiple of two whole numbers less than or equal to
12. Use the distributive property to express a sum of two whole numbers 1-100
with a common factor as a multiple of a sum of two whole numbers with no
common factor.
[5-NF1] 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.
[5-NF1] 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.
6-EE5] Understand solving an equation or inequality as a process of answering a
question: which values from a specified set, if any, make the equation or
inequality true' Use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
[6-EE7]Solve real-world and mathematical problems by writing and solving
equations of the form x + p = q and px = q for cases in which p, q, and x are all
nonnegative rational numbers.
Learning Objectives:
L.T. 5.1 I can find the least common multiple of 2 or more numbers using upsidedown division.
L.T. 5.2 I can add and subtract fractions with unlike denominators.
L.T. 5.3 I can subtract mixed numbers that require renaming.
L.T. 5.4 I can solve addition and subtraction equations containing fractions.
Monitoring Student Learning: Formative, Summative, and SelfAssessments prior to, during, and after learning:
Students will exhibit understanding by accurately completing the review
sheet and are able to help their study buddy or other student if they get
stuck on a problem.
Evidence will be collected informally through observation during the day and
then formally by their achievement on the quiz the next day.
Tracking of achievement levels for the whole class, small groups, and
individuals will be done through the use of the clicker data collection
software.
Description of assessments:

Formal formative: The 5.1-5.4 quiz.

What is being assessed:
Students ability to calculate the LCM of a set of numbers, evaluate
addition/subtraction expressions involving unlike denominators, and mixed
numbers that require regrouping/renaming, their ability to solve
addition/subtraction equations that involve fractions/mixed numbers, and
simplifying all final answers.
Assessment accommodations:
Students who have a debilitating deficiency in their multiplication skills will be
able to use a multiplication chart.
Students in tier 2 or tier 3 intervention may take their quiz in the resource room
with their resource teacher and may receive the accommodations listed on the
Tier 2 Accommodation sheet.
Feedback:
Type of feedback that will be given to students:
When students get stuck on starting a problem, have them go back to their
notes from that section and see if they can figure out how to proceed.
If student are wondering if their answer is correct, have them estimate the
problem using whole numbers.
Use guiding questions as described in that learning targets lesson plan.
Remind them to put all their answers into simplest form.
Instructional Supports:
Holt McDougal Mathematics Grade 6, Common Core Textbook pg. 210
Quiz Textbook Review Answer document.
Common Errors:
Forgetting how to begin a procedure from earlier learning targets.
Forgetting the ways in which we can work smarter not harder.
Knowing what we have to do, but not fully understanding why we need to do
that action or vice versa.
Incorrectly assessing (over or underestimating) their understanding of each
learning target.
Not fully simplifying an answer.
Instructional Strategies & Learning Tasks that Support Diverse Student
Needs
Procedure:
Time
Teacher Action
Student Action
25
Have the students come in, get
min.
their clicker and get out their
Students will come in, grab their
homework, red pen, and learning
clicker, and get out their homework,
targets.
red pen, pencil, and learning targets.
Hand back the 5.3 quick assess and
talk through the big
misconceptions/ main mistakes.
Students will write down the correct
Have the students copy down the
answers to the quick assess, make
correct answers, and rework any
their corrections, and assess
missed problems.
themselves on L.T. 5.3.

Put the answer key for the 5.4

homework under the doc camera.
Take questions and rework any
necessary problems. Remind the
students that there is going to be a
quick assess and that since these
are equations, they should check all
their solutions before they turn it in.
Review the guiding questions and
how to check a solution.
Pass out the 5.4 quick assess. Put
10 minutes on the timer and place
it under the doc camera. Have
them enter their answers in their
clicker.

Students will check their homework

with the solutions under the doc
camera, rework any that needs
reworking, and then ask any
questions they need before the
quick assess.

Students will take the quick assess

and enter their answers into their
clicker. Then turn their sheet over
when they are finished.

Monitor how the students are doing

as they enter their answers in their
clicker.

25
min.

Take up the quick assesses as the

students finish, and hand them the
review answer document.
After all the quick assesses are up,
place the textbook under the doc
camera. Let the students work with
their study buddy but remind them
that if I see any answer copying,
that their sheet will be taken up
and they will have to start over
alone.

Students will individually begin on

their review work if they finish the
quick assess before the time is up.

Students now may work with their

study buddy on the review. They
may only use each other to check
answers, and if one of them gets
stuck they may help talk through the
procedure of how to get the answer.

While the students are working on

their review, walk around and
observe how each student is doing.
Talk to the students who had major
misconceptions on their 5.4 quick
assesses. As evidenced by their
answers in their clicker. Let them
correct their quick assess in pen
with you.
Pay attention to the conversations
that they are having, to make sure
that reasoning is correct. If multiple
students have the same

If a student missed more than one

problem due to misconception of the
learning target (not just because of
simplification errors), then he or she
will talk through their errors with you
and rework those problems. If
needed, they will come in homeroom
or 8th period .

misconception, pause what they

are doing and point out the
common misconception and remind
them of the correct way of thinking.
Make yourself available for
questions.
Closure: Let the students know that the homework is to complete this review
guide and then to check with the answer key on Google Classroom. They must
press done once they have corrected any missed problems. The quiz will be
Monday; if they have any questions they may phone a friend or come early and
ask on Monday. Let them know that they should come back by in 8th period to pick
up their 5.4 quick assesses.
Differentiation Strategies: The students will be seated next to their study
buddy. Study buddies have been carefully assigned heterogeneously by
achievement level. The buddies can help each other if one gets stuck on a
problem.
Accommodations/ Modifications: Students with IEPs and 504 will receive their
accommodations as outlined in those documents. Preferred seating will be given
to specific students. Resource teachers will be available to certain classes.