edTPA Lesson Planner: Lesson 1

Grade: 5
Content Area: Mathematics
Group Size: 26 Lesson Length: 60 minutes

Planning for the Lesson

A: Standards
i.

Key Content Standard: 5.NF.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 benchmark
fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + = 3/7, by
observing that 3/7 < 1/2.

ii.

Related ELA and ELD Standards (if applicable):

5.ELA.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others ideas and expressing their own clearly.
5.ELD.Part I.A. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will use visual models to solve word problems involving addition and
subtraction of unlike and like fractions referring to the same whole.

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

The students will explain how to solve the problem(s) by using key vocabulary for the
lesson as they discuss with the whole class and their peers.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see
and/or hear and how will you note it?)
Anecdotal notes will be taken throughout the lesson to notate students
understanding, questions, and comments on the topic throughout the lesson. Students
will also work problems out on their laminated work board and show them for
understanding throughout the lesson.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Exit ticket will be given at the end of the lesson to students to assess their
understanding of the lesson.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Laminated work board with clock, dry erase markers, socks, ruled chart paper, poster markers,
and dry erase white board

Instructional Sequence - Engaging Students in the Learning Process

Introduction (5-7 minutes):

Call students to the back carpet in the math area and have them pick up a laminated work board, one
dry erase maker, and a sock.
Call students with any behavior issues, in addition to the one identified student, to the front of the
class to sit near your proximity.
Introduce to students that they will be working with their understanding of the clock to use it as a
visual representation to solve world problems involving subtraction of fractions.
Promptly, refer students to previous charts that partitioned the clock into different partitions, to help
students remember the partitioning of the clock.
Introduce the objective to the students, which is written on the chart paper, Objective: I will be able
to use visual models to solve word problems involving subtraction of unlike fractions.
o Read the objective aloud to the class, then have the entire class read it aloud together
Breakdown the objective with the students and emphasize each main goal of the objective.
o Main goals are: to use a visual model, solve word problems, and subtraction of unlike fractions.
Talk about the different visual models that can possibly be used to solve subtraction of fractions, and
inform students that they will work with the clock as a visual model throughout the upcoming lessons.

Body of the Lesson (45 minutes):

Begin to read the first problem on the chart for the students, the first problem set A will be used to
first solve the problem then B will be used after solving for the problem with A, Ms. Guite planted
roses in __ of the garden. If __ of the roses in the entire garden were picked, how much of the whole
garden still has roses? A. 1/2 , 1/3 B. 1/3, 1/6
Give students 30 seconds to silently think about a visual model that can be used to solve for the
problem using problem set A.
Once thinking time is up, allow students to talk to a partner about how the problem can be solved.
Let students know that they will be using the clock model to solve the problem, while students will
follow along in solving the problem on their laminated work board.
Make sure to use the proper vocabulary throughout the lesson.
Question students on how they think the clock can be partitioned to help solve for the problem.
o Additional questions can be: Why would we partition the clock into ___? What does
partitioning our clock into ____ do to the minutes on our clock? How can we represent the
fraction __ on our clock?
Begin to solve the problem with the help of the students. Have students take lead in solving the
problem by discussing what they should shade in on the clock, what the shaded parts of the clock
represent, and how having the visual model of the clock helps them solve for subtraction of the
fractions in the problem.
Continue with questions that can help clarify any problems

How do we know the problem is asking us to use subtraction? How do you know that if we
represented the fraction __ on the clock that it is equivalent to __ minutes? How do we use
our knowledge about what the fractions represent as minutes, to solve this problem? How
do we get our answer back into a fraction?
In conclusion of solving the problem with the help of the students, summarize what steps were taken
to solve for the problem using the clock model as the visual model.
Have students work in pairs or small groups to begin solving the next problem on their laminated work
boards.
Monitor the students and take anecdotal notes on students progress toward the objective. Assist
students who are struggling.
Assist students with the steps to solve the problem, as well as the vocabulary.
Once students have solved or made sufficient progress toward completely solving the problem, begin
to solve the problem with the help of the students, once again.
Choose students who need support with mathematics, behavior, and/or language, and have them help
with the easier steps to solving the problem.
Finish solving the problem in the same manner that the first problem was solved.
Turn students attention to the final problem and read the problem aloud to the students. The
problem is There were 2/3 of the fifth grade students out on the playground and then 1/3 of the fifth
grade students left back to their classrooms for a pizza party. How many fifth grade students stayed
out on the playground? Have think-pair-share on how they can go about solving the problem.
Have students work in pairs or small groups to begin solving the next problem on their laminated work
boards.
Monitor the students and take anecdotal notes on students progress toward the objective. Assist
students who are struggling.
Assist students with the steps to solve the problem, as well as the vocabulary.
Once students have solved or made sufficient progress toward completely solving the problem, begin
to solve the problem with the help of the students, once again.
Choose students who need support with mathematics, behavior, and/or language, and have them help
with the easier steps to solving the problem.
Finish solving the problem in the same manner that the first and second problems were solved.

Closure (5-8 minutes):

Summarize the steps used to solve the problems, the use of academic vocabulary, and praise the
whole class effort in solving the problems both together, in small groups, and individually.
Relate how students used the problem solving strategy of using the clock as the visual model to their
prior understanding of the clock and how to represent fractions on a clock.
Ask students to think-pair-share with a partner whether or not they think the objective for the lesson
was met. Have a few students share aloud before giving them insight to the next days lesson.
Let students know that they will be working further with the clock as a visual model, as well as building
their uses of it in more problems, and using more academic language.
Have student Sorters pass out the Exit Ticket for the students to complete, and collect them as
students complete them.
End the lesson.

Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Using the clock as a visual model, students will be able to solve subtraction problems involving
fractions of unlike denominators.
2. Language Function:
Students will explain the steps they take to solve the word problem.
3. Language Demands:
Vocabulary:
Key to this lesson: fraction(s), partition, halves, thirds, sixths, parts, equivalent
Syntax1: You can partition the clock into ___. You can see the fraction __ is equivalent to
__ minutes.
Discourse2: Students will share aloud to the whole class; also, students will share and discuss
how to solve the problem with their partners or small group.
4. Language Objective: What is/are the language objective(s) for your lesson?
The students will explain how to solve the problem(s) by using key vocabulary for the lesson
as they discuss with the whole class and their peers.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction
Model to the students the use
of the academic vocabulary
and language to be used.
Model to students the manner
in which they can think about
a problem and how they can
come to conclusions to solving
a problem.

Guided Practice
Pose questions to students to
deepen their understanding
and clarify any misconceptions
or misunderstandings.

Independent Practice
Students will orally practice
explaining their problem
solving methods with their
peers and the whole class.

Use students phrasing for

explanations and clarify it
using the academic language
and vocabulary so other
students can better
understand.
Guide students through their
steps of solving the first
problem altogether.

1
2

Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

edTPA Lesson Planner: Lesson 2

Grade: 5

Content Area: Mathematics

Group Size: 26 Lesson Length: 40 minutes

Planning for the Lesson

A: Standards
i.

Key Content Standard: 5.NF.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 benchmark
fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + = 3/7, by
observing that 3/7 < 1/2.

ii.

Related ELA and ELD Standards (if applicable):

5.ELA.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others ideas and expressing their own clearly.
5.ELD.Part I.A. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

Students will be able to use visual models and equations to solve for word problems
involving addition and subtraction of unlike fractions.

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

The students will explain how to solve the problem by using key vocabulary for the
lesson as they discuss with the whole class and their peers.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see
and/or hear and how will you note it?)
Anecdotal notes will be taken throughout the lesson to notate students
understanding, questions, and comments on the topic throughout the lesson.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Students will follow along and work the problems out on their notes page, which will
be collected to check for understanding and will be handed back to students to keep in
their math notebook.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Notes page with word problems, clipboards, pencils, ruled chart paper, poster
markers, dry erase markers, dry erase white board

Instructional Sequence - Engaging Students in the Learning Process

Introduction (10 min): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a hook, AND 2) let students know what the objective of the lesson
is.

Call students to the back carpet in the math area and have them pick up a clipboard and bring a pencil.
As on the prior day, call students with any behavior issues, in addition to the one identified student, to
the front of the class to sit near your proximity.
Have the assigned classroom Sorters pass out one copy of the notes page to each student
Focus students attention to the front of the class and have students think-pair-share with a partner to
summarize what they did for math the prior day.
Reconvene students by using the clapping method of clapping five times in a rhythmical pattern.
Call on a few students to share aloud with the whole class what they discussed with their partner.
Extend on what students are summarizing and further summarize anything that was not discussed
aloud by students.
Introduce the mathematical vocabulary that was used on the prior day by having students do a quick
think-pair-share with a partner on the vocabulary terms that were used the prior day that were
associated with their learning objective.
o Have students share aloud the vocabulary that was used, look for: fraction(s), partition, halves,
thirds, sixths, parts, equivalent; add more to the list and include more that were not discussed,
subtraction, addition, fourths, twelfths, clock model, and equation.
o Reiterate to students that these vocabulary terms are to be used and are important to be used
to further understand what is being discussed in the discussion.
Introduce to the students the sentence frames to be used, which are: I solved this problem using ___.
I found that ___ because ___. I also found that ___ because ___. So, I was then able to use ___ to solve
the problem.
o Reiterate to students that these sentence frames are to be used and are important to be used
to further understand what is being discussed in the discussion, just as it is important to use
the vocabulary, which can be used in the sentence frames.
Read the objective aloud to students, which states, I will be able to use visual models and equations
to solve for word problems involving addition and subtraction of unlike fractions.
Have students help in the underlining of the key words of the objective, which are: visual models,
equations, word problems, addition, subtraction, unlike fractions
Clear any misunderstandings or misconceptions of the objective and/or key parts of the objective.

Body of the Lesson (20 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.

Read aloud to the students the problem on the chart for the lesson. The problem is, Sophia was in an
action-packed battle against the Enderdragon of Minecraft, and she was set to win. Suddenly, the

Enderdragon used 1/3 of one whole Ender Crystal, and 1/6 of the same Ender Crystal to heal itself.
How much of the whole Ender Crystal did the Ender Dragon use to heal itself?
Give students a couple minutes to think-pair-share about the problem and what is needed to solve for
the problem. Throughout the lesson, continually build upon the connections made in the first lesson
between the visual model of the clock, how fractions can be represented on the clock, how to use the
minutes to solve fraction problems, and turning the minutes back into fractions.
Re-focus students and talk about what is being asked to do by the problem, and what can be done to
solve the problem, all by also keeping in mind to meet the objective.
Begin to solve the problem with the students help and ensure to use the academic vocabulary in doing
so and correcting any students to help them better use the vocabulary.
Students will follow along and copy the notes down on their notes page.
Once the problem is solved, have students pair-share with a partner and explain how together, as a
class, the problem was solved. Monitor students conversations and look for any use of vocabulary,
and notate students use of it or absence of it in their conversations.
Re-focus students and emphasize the importance of using the vocabulary in their explanations, and
model how they can use the sentence frames to better provide explanations for solutions, as well as
use the sentence frames to use the vocabulary.
Fill out the sentence frames and have students write the modeled explanation on their notes page.
Have students practice reciting the completed sentence frames by first saying it aloud as a whole class,
then by taking turns with a partner and saying it to each other.

Closure (7-10 minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.

Give students an opportunity to pair-share their summarization of the lesson, and how they were able
to use the vocabulary and sentence frames orally when they spoke with their partners.
Ask students to include in their discussions, whether or not they think the objective for the lesson was
met.
Re-focus students and summarize the lesson, the use of the vocabulary and sentence frames, and let
students know that the following day they will get a chance to work more individually with all these
aspects that they have been working on to better improve their understanding.
Take a consensus and any comments from students on whether or not they met the objective for the
lesson.
Collect notes page to check for understanding after the lesson, and return to students afterward.
End the lesson.

Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Using the clock as a visual model, students will be able to solve addition problems involving
fractions of unlike denominators.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language

function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will explain the steps they take to solve the word problem.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: fraction(s), partition, halves, thirds, fourths, sixths, twelfths, parts,
equivalent, subtraction, addition, clock model, and equation
Syntax1: I solved this problem using ___. I found that ___ because ___. I also found that ___ because
___. So, I was then able to use ___ to solve the problem.

Discourse2: Students will share aloud to the whole class, students will share and discuss how
to solve the problem with their partners through think-pair-share, and students will write the
sentence frames in their notes
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
The students will explain how to solve the problem by using key vocabulary for the lesson as
they discuss with the whole class and their peers.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction
Model to the students the use
of the academic vocabulary
and language to be used.
Model to students the manner
in which they can think about
a problem and how they can
come to conclusions to solving
a problem.

1
2

Guided Practice
Pose questions to students to
deepen their understanding
and clarify any misconceptions
or misunderstandings.

Independent Practice
Students will orally practice
explaining their problem
solving methods with their
peers and the whole class.

Use students phrasing for

explanations and clarify it
using the academic language
and vocabulary so other
students can better
understand.

Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

edTPA Lesson Planner: Lesson 3

Grade: 5

Content Area: Mathematics

Group Size: 26 Lesson Length: 60 minutes

Planning for the Lesson

A: Standards
i.

Key Content Standard: 5.NF.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 benchmark
fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + = 3/7, by
observing that 3/7 < 1/2.

ii.

Related ELA and ELD Standards (if applicable):

5.ELA.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others ideas and expressing their own clearly.
5.ELD.Part I.A. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will use visual models to solve word problems involving addition and
subtraction of unlike and like fractions referring to the same whole.

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

The students will explain how to solve the problem by using key vocabulary for the
lesson as they discuss with the whole class and their peers and through written
explanations.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see
and/or hear and how will you note it?)
Anecdotal notes will be taken throughout the lesson to notate students
understanding, questions, and comments on the topic throughout the lesson.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)

Students will complete a word problem with three different number sets of varying
difficulties. At the end of the lesson, it will be collected to assess students
understanding and to guide clarification of any misconceptions or misunderstandings.
D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):
Notes page with word problems, assessment page with word problems, clipboards,
pencils, ruled chart paper, poster markers, dry erase markers, dry erase white board

Instructional Sequence - Engaging Students in the Learning Process

Introduction (5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a hook, AND 2) let students know what the objective of the lesson
is.

Call students to the back carpet in the math area and have them pick up a clipboard, and bring a pencil
and their math notes page from the prior day.
As on the prior days, call students with any behavior issues, in addition to the one identified student,
to the front of the class to sit near your proximity.
Review with students the vocabulary terms, sentence frames, and problem from the prior day.
Review the objective, same from the previous days, once more to allow students to once again focus
on the goals of the lesson.
Have students turn to the notes page labeled Notes 2/24/16, which was attached to the previous
days notes.

Body of the Lesson (45 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.

Read the problem to the students, off the chart, the problem says, At El Campeon, Jason only has 1/3
of his whole agua de horchata remaining. Then, Jasons little brother drinks 1/6 of Jasons whole agua
de horchata. How much of his whole agua de horchata does Jason still have remaining?
Give students a couple minutes to think-pair-share with a partner in regards to what the problem is
asking the students to do, and what needs to be done to solve the problem. Walk around the class and
monitor students conversations.
Re-focus the students attention and have students begin sharing aloud to the whole class what they
discussed with their partners. Emphasize the importance of using the correct language and sentence
frames. In addition, emphasize to the students that they should continually build upon the connections
made in the first lesson between the visual model of the clock, how fractions can be represented on
the clock, how to use the minutes to solve fraction problems, and turning the minutes back into
fractions.
Give students the opportunity to solve the problem individually, give the students approximately 3-5
minutes to solve the problem individually.
Ask students to show a thumps up to their chest when they are done solving the problem. Once all
students are finished with the problem, have them explain to a partner the steps they took to solve
the problem and compare solutions. Walk around the class and monitor students conversations.
Re-focus students and have them begin to help in solving the problem aloud.

Remind students that even though they were not asked to have a written explanation using the
vocabulary and sentence frames, that they will now together, as a class practice doing so. Guide the
students through the written explanation, and when complete have students practice reciting the
written explanation aloud to a partner.
Have students quiet down and focus again on you, and give directions for the next activity.
Student Sorters will pass out a worksheet with the same word problem on both sides, but with three
different number sets of varying difficulties.
Explain to students that they will have 10-15 minutes to individually complete the problem using any
problem set of their choice, and if they have time to complete the problem again with a different
problem set. They are required to have a written explanation using the vocabulary and sentence
frames, and have an equation that represents the problem. Allow students to sit at their desk if they
would like, or move anywhere else in the classroom that is comfortable for them to work. Walk around
the class and monitor students progress, and assist as needed.
When time is up students will have the opportunity to compare solutions with their peers and explain
to each other the steps taken to solve the problem, using the vocabulary and sentence frames. Walk
around the class and monitor students progress, and assist as needed.
Gather students once again in the math area and begin solving the problem with the problem set B
with the help of the students.
Emphasize the good practice of using the visual model, having an equation, and a written explanation.

Closure (5 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.

Give students the opportunity to pair-share their summarization of the lesson and their practice of
using the vocabulary and then have them share aloud to the classroom.
Using the students own words make any corrections to finish summarizing the lesson.
Collect students work from the problem solving activity, but allow them to keep their notes page for
2/24/16.
End the lesson.

Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Using the clock as a visual model, students will be able to solve addition problems involving
fractions of unlike denominators.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will explain the steps they take to solve the word problem.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?

Vocabulary:
Key to this lesson: fraction(s), partition, halves, thirds, fourths, sixths, twelfths, parts,
equivalent, subtraction, addition, clock model, and equation
Syntax1: I solved this problem using ___. I found that ___ because ___. I also found that ___ because
___. So, I was then able to use ___ to solve the problem.

Discourse2: Students will share aloud to the whole class, students will share and discuss how
to solve the problem with their partners through think-pair-share, and students will write the
sentence frames in their notes
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
The students will explain how to solve the problem by using key vocabulary for the lesson as
they discuss with the whole class and their peers and through written explanations.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction
Model to the students the use
of the academic vocabulary
and language to be used.
Model to students the manner
in which they can think about
a problem and how they can
come to conclusions to solving
a problem.

1
2

Guided Practice
Pose questions to students to
deepen their understanding
and clarify any misconceptions
or misunderstandings.

Independent Practice
Students will orally practice
explaining their problem
solving methods with their
peers and the whole class.

Use students phrasing for

explanations and clarify it
using the academic language
and vocabulary so other
students can better
understand.

Students will practice in

written form explaining their
problem solving methods
through their assessments and
notes.

Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

edTPA Lesson Planner: Lesson 4

Grade: 5

Content Area: Mathematics

Group Size: 26 Lesson Length: 60 minutes

Planning for the Lesson

A: Standards
i.

Key Content Standard: 5.NF.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 benchmark
fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result 2/5 + = 3/7, by
observing that 3/7 < 1/2.

ii.

Related ELA and ELD Standards (if applicable):

5.ELA.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others ideas and expressing their own clearly.
5.ELD.Part I.A. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
B. Objectives
i.

Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will use visual models to solve word problems involving addition and
subtraction of unlike and like fractions referring to the same whole.

ii.

Language Objective (transfer this from "Incorporating Academic Language"):

The students will explain how to solve the problem by using key vocabulary for the
lesson as they discuss with the whole class and their peers and through written
explanations.

C. Assessments:
i.

Informal assessment strategies you will use during class (What evidence will you see
and/or hear and how will you note it?)
Anecdotal notes will be taken throughout the lesson to notate students
understanding, questions, and comments on the topic throughout the lesson.

ii.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Students will complete a lesson segment assessment of four problems to assess their
overall understanding of the topics covered in the lesson.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):

Notes page with word problems, assessment page with word problems, clipboards,
pencils, ruled chart paper, poster markers, dry erase markers, dry erase white board

Instructional Sequence - Engaging Students in the Learning Process

Introduction (5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a hook, AND 2) let students know what the objective of the lesson
is.

Call students to back carpet in the math area and have them pick up a clipboard, and bring a pencil.
Have the student Sorters pass out the notes page for the day labeled Notes 2/25/16.
As on the prior days, call students with any behavior issues, in addition to the one identified student,
to the front of the class to sit near your proximity.
Review with students the vocabulary terms, sentence frames, and problem from the previous days.
Review the objective, same from the previous days, once more to allow students to once again focus
on the goals of the lesson.

Body of the Lesson (20 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.

Read the first problem to the students, it is the same problem for the day before, and work out the
problem with a different problem set with the help of the students. Choose problem set C.
The problem is, Angel and Hector C. played soccer with their friends after school. Afterward, Hector
had __ of a whole pizza from Little Caesars for both of them to share. If Angel and Hector were only
able to eat __ of the original whole pizza, how much of the whole pizza is still remaining? Problem set
C is 11/12, 5/6.
Emphasize the importance of using a visual model, using an equation, and explaining the reasoning or
solution. Also emphasize the importance for students to continually build upon the connections made
in the first lesson between the visual model of the clock, how fractions can be represented on the
clock, how to use the minutes to solve fraction problems, and turning the minutes back into fractions.
Ensure that as a whole class, everyone is taking notes and following along.
After this problem is solved, have students look at the following problem in their notes and think-pairshare with a partner about similarities and differences between the work that they have been doing up
to this moment, and the new problem.
Talk as a whole class about the new problem. What are the similarities and differences? Look for
students saying that they will have to use more than one clock, that they are now comparing fractions,
etc.
Begin to solve the problem with the help of the students, have the students walk you through the
problem.
Remind students the importance of using the visual models, equations, vocabulary, and sentence
frames and continuing the practice of the connections made with fractions and the clock.
Once the solution is complete, write the explanation.

Closure (5 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.

Turn students attention to the importance of meeting every key part of the objective.
Have students share aloud any concerns they may have or progress they have seen in themselves
throughout these lessons of using the clock model as a visual model.
Summarize the lesson and connect it with all the lessons that have taken place the entire week.
Have students neatly put away the clipboards and meet with all their notes at their desk.
Have students put away their notes and only have a pencil.
Now, students will have 30 minutes to complete the lesson segment assessment.
Collect the assessments as students finish and instruct students to work on their Factswise quietly in
the back carpet area.

Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Using the clock as a visual model, students will be able to solve addition problems involving
fractions of unlike denominators.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will explain the steps they take to solve the word problem.
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: fraction(s), partition, halves, thirds, fourths, sixths, twelfths, parts,
equivalent, subtraction, addition, clock model, and equation
Syntax1: I solved this problem using ___. I found that ___ because ___. I also found that ___ because
___. So, I was then able to use ___ to solve the problem.

Discourse2: Students will share aloud to the whole class, students will share and discuss how
to solve the problem with their partners through think-pair-share, and students will write the
sentence frames in their notes
4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top
of the lesson planner.
1
2

Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

The students will explain how to solve the problem by using key vocabulary for the lesson as
they discuss with the whole class and their peers and through written explanations.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction
Model to the students the use
of the academic vocabulary
and language to be used.
Model to students the manner
in which they can think about
a problem and how they can
come to conclusions to solving
a problem.

Guided Practice
Pose questions to students to
deepen their understanding
and clarify any misconceptions
or misunderstandings.

Independent Practice
Students will orally practice
explaining their problem
solving methods with their
peers and the whole class.

Use students phrasing for

explanations and clarify it
using the academic language
and vocabulary so other
students can better
understand.

Students will practice in

written form explaining their
problem solving methods
through their assessments and
notes.