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Grade: 5 Date: February 1, 2013

Subject: Math Teacher: Walter Ottaway

Title: Fractions



The student will solve single-step and multistep practical problems involving addition, subtraction, and conversion with fractions and mixed numbers and express answers in simplest form.
Big Idea

To provide students multiple opportunities to practice solving equations involving addition of fractions, conversion of fractions to decimals and decimals to fractions concrete materials.



There are multiple models and/or procedures for Subtraction, Fraction, Simplest Form, Numerator, Laptop Lesson 5.3,5.4,5.5,5.6,5.7 comparing and computing with fractions, just as Lowest Common Denominator, Least Common Multiple, Dry erase boards, dry erase markers, there are with whole numbers. Mixed Number, Improper Fraction promethean board, Fraction word problem worksheet, Lesson examples sheet. Fraction worksheet
PLAN (Time 1.3 hours)

(1) Motivation/introduction Discuss the purpose of subtracting mixed numbers and give examples of its use in real life. Discuss importance of asking questions when having difficulty. Remind students that no work will be accepted if work is not shown. Discuss how understanding the material will help the student on upcoming test. (2) Teaching procedure: explanation/demonstration Using subtraction examples, show students how to align mixed numbers vertically. Next, show students how to subtract whole numbers of mixed number. (remind them that this number may change based on subtracting the fraction). Next, show students how to find the LCD followed by steps required to add fractions with uncommon denominators. Lastly, convert result back to a mixed number in simplest form. Demonstrate two fraction subtraction problems. (3) Participation/Supervised practice Students will solve two subtraction problems sheet and display steps and answers on dry erase boards. (4) Independent Practice: rehearsal by the students Group work (20 minutes each group) (5) Closure/evaluation Using the promethean board, write two problems on the board and have students solve on dry erase board. Check answers for comprehension. Groups Not quite ready Just ready Reading to go
Mr. Ottaway Fraction Word Problems using 4 square strategy Guided Mixed Fraction Worksheet Cool Math Laptop

Walter Ottaway Artifact E Program Competency: Content Knowledge (Standard Based Instruction)

Reflection During curriculum design, I used the Virginia Beach Public School System Standards. By doing this, I ensured that I was compliant with both the school district and state standards. My first step in designing my lesson plan was to list the lesson objective. The objective encompassed the entire fraction unit, whereas, the purpose focused on the actions that were required to meet or exceed the unit objective. The main parts of my lesson include the Plan and the Groups sections. The Plan section is where my whole class lesson took place. It consisted of five sections: Motivate/Introduction, Explanation/Demonstration, Supervises practice, Independent practice, and Conclusion. Once the class reached the Independent practice phase, I would break the class into three groups. It is here that I provided differential teaching methods to facilitate learning for all. Upon completion of the Group work, I ended the lesson with a Conclusion to test the effectiveness of the days lesson. Overall, my lesson was a success. During the whole class portion of the lesson, I noted that the students were attentive and engaged. When it was time to transition to group work, the students were quiet and orderly in reaching their assigned groups. The Not quite ready group was a guided math group. It was here that I was able to focus on individual student difficulties. Those that had difficulties grasping fractions were given the necessary attention to correct the deficiency.