CCSULessonPlanTemplate

Student Teacher: Julia St Pierre

Lesson Date: TBA

Grade Level: 5
Name of Lesson: Adding and Subtracting Fraction

Common Core State Standard(s)

CCSS.MATH.CONTENT.5.NF.A.1- Add and subtract fractions with unlike denominators (including mixe
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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In
general, a/b + c/d = (ad + bc)/bd.)

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.
The students will add and subtract at least 4 out of 5 fractions with unlike denominators correctly.

Rationale for Objective: How does this lesson support previous and subsequent learning?
This lesson uses the students previous knowledge of adding and subtracting fractions with common
denominators in simplest form. This lesson will prepare students to add and subtract fractions with
uncommon denominators in word problems

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
I will assess the students by using plickers. The students will be asked 5 multiple choice questions to
either add or subtract fractions with uncommon denominators.
*Modification- For the students requiring extra time they will be given a worksheet with the same
problem to complete with no time restraint.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
-Students will sit quietly and watch the video
-Students will raise their hands to answer and ask questions
-Student will respect their classmates
-The material collector/gatherer will hand out the plicker cards

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:
-I will use technology to keep the lesson exciting and fun.
-After instruction I will have the students complete 3 practice problems as a class to assess if the students
understand the lesson.
-If needed after the practice problems I will re-explain the instructions.
-By looking at the plickers results, and student work I will be able to assess the students understanding of
the topic.

Materials/Resources needed for this lesson

Voki- Voki Avatar
Video- Khan Academy
Paper
Pencil
Plickers Account

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
-I will pause the video at .52 seconds and ask the students to figure out what the smallest common multiple
of 9 and 12 is and to check for student understanding.
- I will pause the video again at 2:14 to re-explain the example of multiplying the numerators and to check
for student understanding.
- I will pause the video again at 3:00 to explain that 49/36 is the correct answer but like we have done befor
the answer must be in simplest form.
-At the end of the video I will ask if there are any questions to check for student understanding before
doing another example on the board.
Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:
-For the student that need more time I will allow them to not participate in the plickers portion of the
assessment and complete the assessment on their own time on paper only.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.
I will engage the students at the beginning of the lesson by using the voki avatar to create excitement. I wil
also activate prior knowledge by having the voki avatar give the students practice problems of adding and
subtracting fractions with common denominators.

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
-The students be greeted with a welcome message from the voki avatar. She will give them a practice
addition problem and one practice subtraction problem with common denominators.
-Students will watch this Khan Academy video, adding and subtracting fractions.
-I will pause the video at .52 seconds and ask the students to figure out what the smallest common
multiple of 9 and 12 is and to check for student understanding.
-I will pause the video again at 2:14 to re-explain the example of multiplying the numerators and to
check for student understanding.
-I will pause the video again at 3:00 to explain that 49/36 is the correct answer but like we have don
before the answer must be in simplest form.
-At the end of the video I will ask if there are any questions to check for student understanding
before doing another example on the board.
-Students will complete three practice problems on the board together with the teacher
+ 3/8 = 7/8
2/7 + 7/8 = 1 9/56
3/5 2/7 = 11/35
-The teacher will pass out the plicker cards
-Students will complete five problems independently and use plickers to submit their answers.
Students requiring more time will complete the problems on paper and submit the worksheet to the
teacher for evaluation instead of using plickers.
-Students will hand in their work to the teacher

Closure

How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?
-I will know if the objective was met instantaneously by looking at the results on the plickers site after each
problem.
-I will know if the objective was met further by looking at all the results on the plickers site and comparing
it with student work to see what part of the process the students were not getting (if their answers were
incorrect)

Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?
-Not Applicable

Common Core of Teaching Connection Choose an attribute from an indicator from Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence from the lesson
supports this?
Choose an attribute that you would like to focus on. What specific evidence from the lesson
supports the need to focus on the specific attribute? Suggest a strategy that you will try for the
next lesson to address this need.
-Not Applicable