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Draft: Mini Lesson Plan 7.10

Teacher: Jaydeen Yonekura Date and Time: January 25, 2017 8:30am 9:45am

Class (Content Area): Math Grade Level: 4th Grade

Purpose: In this lesson, students will be using the number line to subtract mixed numbers.
Students will use a number line and learn the count on and count back method to find the
difference between mixed numbers. Students will know that the difference is shown by the
amount of space in between each jump on the number line.

This is important for students learning because students will make sense of problems, and
persevere in solving them. Students will look for regularity in repeated reasoning.

Objectives:
Students will be able to:
1. Use the number line to subtract mixed numbers.
2. Use the count on and count back method to subtract mixed numbers.

Common Core Standards:

4.NF.3
4.NF.3c
Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers. (Subtract mixed numbers without regrouping)

GLOs:
Complex Thinker
Effective Communicator

Hawaii State Teacher Standards:

Standard 1 Learner Development

Standard 2 Learning Differences
Standard 3 Learning Environments
Standard 4 Content Knowledge
Standard 5 Application of Content
Standard 6 Assessment
Standard 7 Planning for Instruction

Assessments:

Student Journal 7.10

Criteria Exceeds Meets Developing Well Below
Proficiency Proficiency Proficiency
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Accuracy in Student Student Student Student did not

Student completes the completes the completes the complete
Journal student journal student journal student journal student journal,
independently, independently, with assistance, or more than 7
without errors. and 1 - 3 errors and needs errors are
are present. guidance. 3 - 6 present.
errors.

Use the Student can Student can Student can Student can
number line to independently independently draw a number draw a number
subtract/add draw a number draw a number line with some line with little
mixed numbers line with line with accuracy. accuracy.
accuracy. accuracy. Number line Numbers are not
may be missing in sequence.
numbers.

He/she He/she He/she He/she needs

understands unit understands unit understands unit direct guidance
fractions, and fractions, and fractions with to understand
uses this uses this assistance, and unit fractions.
knowledge to knowledge to uses this
subtract/add subtract/add knowledge to Student lacks
mixed numbers. mixed numbers. subtract/add knowledge to
mixed numbers. subtract/add
mixed numbers.

Use the count Student can Student can Student Student lacks
on and count explain the briefly explain struggles to knowledge to
back method comparison the comparison explain the explain the
to subtract between between comparison comparison
mixed counting on and counting on and between between
numbers. counting back counting back counting on and counting on and
mixed numbers mixed numbers counting back counting back
on the number on the number mixed numbers mixed numbers
line. line. on the number on the number
line. line.

Students work Students work Students work Students work

in student in student in student in student
journal shows journal shows journal shows journal shows
accuracy and accuracy and some accuracy little accuracy
competence. competence. (1 and competence. and competence.
(No errors) 3 errors) (3 - 6 errors) (more than 7
errors)

Student can Student can Student can Student can

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independently convert convert convert

convert improper improper improper
improper fractions to a fractions to a fractions to a
fractions to a mixed number mixed number mixed number
mixed number. with some with assistance. with direct
assistance. guided
assistance.

Materials/Set-Up:
White board
Expo pen
Pencil
Student Journal (7.10)
Math Journal

Procedures:
Introduction
a. Warm up: Instruct students to take out their white boards and expo pens. Display
first practice problem.

Project the subtraction problem 17 8. Ask students to draw a number line in their math
journals. Direct the students on one side of the class to work with their partner to draw
jumps on a number line to show the subtraction as a take away situation. (count back)
Remind them to start with 17 and take away 8. They need to figure out how many are
left.

Direct students on the other half of the room to work with their partner to draw umps on a
number line to show the subtraction situation as a comparison. Remind them to find the space
between each number on the number line. They need to figure out how much more 17 is than
8.

Class discussion (whole group): Compare the two different number lines. Have them think
about how each number line shows the difference. Discuss the different representations group
to solidify the two different interpretations and how the number lines reflect each one.

Developmental

Part One:
Instruct students to open their student journals to 7.10. Introduce what they will be learning
today. Students should underline or circle key words at the top of the page.

Call on a student to read the practice problem at the top of the page:
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One bunch of bananas weigh 5 pounds. Another bunch weighs 3 2/4. How could you figure
out the difference in mass (space) between the two bunches?

Work through the questions with the whole class. Highlight how each character is thinking
differently about how to subtract. The character on the left is thinking of the bananas as a take
away situation, the character on the right is thinking of the situation as a comparison.

Ask the class: Which interpretation is modeled on the number line?

Bring out that the difference is shown by the amount of space between the weight of each
bunch of bananas; therefore, it is representing a comparison situation.

Ask: How would we use a number line to represent how the character on the left is
thinking about the situation?
Have students work in their pairs to draw and label jumps on a number line to show a take
away interpretation where the number 5 is located on the number line and 3 2/4 is
subtracted in parts.
Where is the difference on your number line? (The location is where the last jump lands)
Emphasize that the difference is a number on the number line, not the jumps.

Part Two: Independent Work/ Small Group Work

Read the Step Up and Step Ahead instructions with the students (underline or circle key words
at the top of the page.) Encourage students to practice modeling both interpretations on the
number lines. Make sure they know what to do and have them work independently on the task.
underline or circle key words at the top of the page.

Concluding: Independent Work/ Check Homework/Explain New Homework

The Step Ahead problem is the last problem on the page. This problem is usually slightly
challenging for the students. Before students can start the step ahead problem, they must
complete all the practice problems correctly.

The last 10 minutes of class is used to check the homework from the night before, and to go
over the new homework in their homework packets. Teacher will project the previous
homework with answers, and go over each problem. Students must get out a red pen and write
in the correct answer if any are incorrect.

Next, teacher will ask students to turn to the new homework page in their homework packet.
Teacher will underline key words in the directions. The teacher will start the first problem as
an example.

Adaptations and Extensions:

As students are independently working on the student journal, teacher will walk around to
monitor their work. Students will be raising their hands to check their work when they are
done completing the practice page, and before they begin the Step Ahead problem.
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(If needed) The first five students who complete the entire student journal page, and step ahead
question will be a checker. (See explanation of a checker in Management and
Considerations)

Struggling Students:
During the independent work time, teacher will create a small group work table where she can
provide additional help to these students. The teacher will project the student journal on to the
board and work through each of the problems with these students.

Extensions (Time Permitting)

Discuss the students answers to Student Journal. Refer to Step Ahead, and ask Were you able
to hold the totals in your head as you moved along the trail? Invite students to share their
strategies. Ask: Did you take away in parts or did you think of the difference between the
numbers on the number line? (Write response in Math Journal)

Management Considerations:

Student 17 may get frustrated when he asks a question, he often asks questions that are vague.
He does not like to explain what he is trying to say, and gets frustrated. I calmly reinforce what
the directions are. Other classmates are very helpful, and they also try to assist him with his
question if the teacher does not understand. Another management skill that is already
embedded in the lesson is underlining and circling key words that may help him understand
what he needs to know.

Student 2 is sometimes off task, and unfocused. Teacher calls upon him during discussions to
check for understanding. Teacher walks around and is sure to check his work to make sure he
is on task. Student 2s partner assists him to be prepared for the lesson. (finding the correct
page, giving him reminders, helping him write down things that need to copied from the
board.)

When students are finished early, and all their work is completed correctly, they already know
to take out their practice books and begin working on the corresponding lesson.

Checkers
(If needed) If there is plenty of time left, teacher will assign checkers. A checker is a student
who completed their work before other students. They will go around and assist other students
with their work, careful not to give answers to these students.
Checkers are helpful when teacher is assisting the struggling students.

Reflections:

Mrs. Kihara was pleased with my lesson overall. She commented on my instructional planning,
and she knew that Ive made constant revisions to try to come up with the best lesson for the
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student.

I also addressed the cooperating teacher for assistance when I had a question about an error
while we were going over the homework. Mrs. Kihara noted that it is important for the
students to see adults interacting with each other, and showing each other respect.

A few things that I could improve in the lesson is what to do when you see struggling students.
During the lesson, I brought the students together on a table and tried to assist these students,
while other students were quickly finishing the lesson. I was caught in a bind trying to assist
the struggling students, and check over the rest of class as they were finishing up. After the
debrief with Mrs. Kihara, I could have brought the lesson back to whole group and did a few
practice problems together as a class.