LESSON PLAN OUTLINE

JMU Elementary Education Program

Kelsey Mercadante
Mrs. Patterson, T.C. Miller Elementary School, 5th Grade
Date: Tues. Dec. 15th Time: 9:00-10:00

A. TITLE OF LESSON: Practice with adding and subtracting like and unlike
denominators/mixed numbers and fraction word problems (Math Centers/Small
Groups)
B. CONTEXT OF LESSON
During this lesson, students will engage in math centers and small group instruction. I will
address any issues that the students have with fractions. The independent practice results will
allow me group students and see which students need remediation with certain concepts.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING
1. Grade Level and Content Area:
Fourth/Fifth Grade Math
2. Standard and Indicators:
4.5 The student will: (Review SOL)
b) add and subtract fractions having like and unlike
denominators that are limited to 2, 3, 4, 5, 6, 8, 10, and 12, and
simplify the resulting fractions, using common multiples and
factors;
5.6 The student will solve single-step and multistep practical problems
involving addition and subtraction with fractions and mixed numbers
and express answers in simplest form.
Blooms Taxonomy
Levels:
Understand, Apply,
Analyze, Remember
D. LEARNING OBJECTIVES
Understand
Know

Do

U1: We add and subtract with

fractions everyday. If we want
double the recipe, we add the
fractions given in the original
recipe.

K1: When adding or subtracting

with fractions having like
denominators, add or subtract the
numerators and use the same
denominator. Write the answer in
simplest form using common
multiples and factors.
K2: When adding or subtracting
with fractions having unlike
denominators, rewrite them as
fractions with a common
denominator. The least common
multiple (LCM) of the unlike
denominators is a common
denominator (LCD). Write the
answer in simplest form using
common multiples and factors.
A fraction is an simplest form when
its numerator and denominator have
no common factors other than 1.
The numerator can be greater than
the denominator.

D1: Use least common multiple

and/or greatest common factor to
find a common denominator for
fractions.
D2: Add and subtract with fractions
having like denominators whose
denominators are limited to 12 or
less and simplify the resulting
fraction using common multiples and
factors.
D3: Add and subtract with
fractions having unlike
denominators whose
denominators are limited to 12
or less, and simplify the
resulting fraction using common
multiples and factors.

D4: Solve single-step and

multistep practical problems
involving addition and
subtraction with fractions having
like and unlike denominators.
Denominators in the problems
should be limited to 12 or less
(1/5 + ) and answers should be
expressed in simplest form.

Solve single step and multistep

practical problems involving
addition and subtraction with
mixed numbers having like and
unlike denominators, with and
without regrouping.
Denominators in the problems
should be limited to 12 or less,
and answers should be expressed
in simplest form.

Solve problems with mixed

numbers

E. ASSESSING LEARNING
Students will complete an independent practice that will assess what they know. I will use the
collected independent practice to group students for Tuesdays small group lesson.
F. MATERIALS NEEDED

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9.

Smart Board
4-square
Pencils
Doc cam
Agendas (prime and composite)
3 types of Exit Tickets for each of the three groups
Center 1 (Bump It Game and fraction word problems)
Center 2 (Mixed Number problems and Mixed Number word problems)
Center 3 (Candy Cane fraction and mixed number word problems & then creating your
own word problems).

G. PROCEDURE
Prep:
Prepare and collect all materials.
Engage:
Prime & Composite in Agendas
4-square
Implementation:
Today we are going to practice with fraction concepts in small groups
There will be fraction centers and then I will be seeing a group at the back table. You will
stay at your center throughout the entire class until your group is called to come see me at
the back table.
The types of centers will involve different fraction concepts; for example: adding and
subtracting like and unlike fractions, solving word problems with fractions, and solving
mixed number problems.
o The centers will depend on what is needed for the students to practice based on
their independent practice results they complete on Monday.
o The groups will also depend on the independent practice results.
o Mrs. Patterson and Mrs. Pick will be working with the 2 groups in centers while I
am meeting with a group at the back table.
o *Have fraction task cards available for teachers in centers for any student who
may need more simple, basic problems.
*In small group instruction I will go over some review problems based on readiness of group. I
will also go over some questions on the Independent Practice.

Small Group Instruction Rotation With Me: (at back table)

o 1st: Trevion, DaiDieon, Evan, Ciara, Carleigh, & Elijah LG
o 2nd: Zuli, Aniya, Tabitha, Adrianna, Khilah, & Tyshawn MG
o 3rd: Grace, Trenton, Ella, Michael, & DeShea HG (Give exit ticket to this group
in small group instruction with me)

Center 1: (Trevion, DaiDieon, Evan, Ciara, Carleigh, & Elijah) LG

1. Bump It Game
2. Fraction Word Problem Task Cards
3. Exit Ticket (last 10 minutes)

Center 2: (Zuli, Aniya, Tabitha, Adrianna, Khilah, & Tyshawn) MG

1. Regular Mixed Number Problems

2. Mixed Number Word Problems
3. Exit Ticket (last 10 minutes)

Center 3: (Grace, Trenton, Ella, Michael, & Deshea) HG

1. Mixed Number Problems with Whole Numbers
2. Candy Cane Fraction Game
3. If time, have them create their own fraction problems
4. Exit Ticket (Will give them this in small group with me, since they are with me
last)
Closure:
Exit Tickets at each group. Turn in to center teacher when done.
Line up/ get ready for L.A.