EECE Backward Design Lesson Plan Template

From Integrating Understanding By Design & Differentiated Instruction: Connecting Content and Kids
Carol Ann Tomlinson & Jay McTighe, ASCD, 2006

Name: Kotori Ota Date: December 8th, 2016

Step 1Desired Results (what students will learn)

A. Brief narrative overview of lesson that specifies enduring (big idea) understanding and essential question

Students have been learning about common fractions and mixed numbers this week. Using these knowledge,
students will learn to add mixed numbers. By the end of this lesson, students will be able to add two mixed
numbers together using two different strategies. Students will then be able to apply this knowledge to solve word
problems with mixed numbers.

B. General Learner Outcome (GLO)

GLO Goal: ( #1 ) Self-Directed Learner: The ability to be responsible for ones own learning.
GLO Goal: (# 2) Community Contributor: The understanding that it is essential for human beings to work
together.
GLO Goal: (# 3) Complex Thinker: The ability to demonstrate critical thinking skills and problem solving.
GLO Goal: (# 4 ) Quality Producer: The ability to recognize and produce quality performances and quality
products.

C. Common Core State Standards/Hawaii Content and Performance Standard (HCPS) III Standard and
Benchmark
4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the
same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way,
recording each decomposition by an equation. Justify decompositions, e.g., by using a visual
fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 +
1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number
with an equivalent fraction, and/or by using properties of operations and the relationship between
addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and
having like denominators, e.g., by using visual fraction models and equations to represent the
problem.

Step 2Assessment Evidence (summative check for learning)

A. Performance Task (What will students do to demonstrate their learning?)
Students will add two mixed numbers together. (Exit Slip attached below the lesson plan)

B. Performance Criteria (How good is good enough? Provide checklists, rubrics, or criteria.)

Success Criteria
- Add the whole numbers together.
- Add the fractions together.
 - Put the whole number and the fraction together.
- Prove and show your work by drawing a picture.
Step 3Active Learning Plan (detailed enough for another teacher to follow)
A. Teacher Steps
8:00-8:05 Greet students in front of class. Do
the Do Now
- Go over First planner, then entrance slip
- Monitor class as students come in and
begin their Do Now (The Do Now is
writing their homework in their planner and
work on their entrance slip.)
- Give two students dry erase markers to
answer problems on the board. Have
students pass the markers to another
student.
8:05-8:15 Go over Entrance Slip and Learning
Target
- Quickly go over the answers for the
entrance ticket. Have students put it away.
- This week we have been learning about
common fractions and mixed numbers.
Today we are going to learn about how to
add mixed numbers together. So lets go
over the learning target. Ready, eyes on
the board. I read then you read. Ready? I
can add mixed numbers so that I can solve
word problems with mixed numbers
*SNAP*
8:15-8:20 Review on Mixed Numbers
- Pass out white boards and dry erase
markers.
- Go over the white board rules.
- Write only when told to.
- Only write whats been told to write.
- Follow directions the first time.
- If directions arent followed, white
board will be taken away without
warning until student can show that
he/she is ready to rejoin.
- We are going to review mixed numbers.
Remeber mixed numbers are a whole
number and a fraction put together. We
read it from left to right. I am going to read
a mixed number, then you write it on your
board. Put your board up in front of you
when you are done. 2 1/3 . (give students
thumb up if correct.) 3 1/4 . 5 2/6. 3 1/3 . 4
1/2 . 8 .
B. Student Steps
- Get in a straight line in front of class.
- Grab the entrance slip, pencil, and go to seat.
- Get their planners out and write in homework. Leave
planner out until Ms. Isaacs signs the planner.
- Begin working on entrance slip independently and
silently.
- Answer questions on board when given the marker.
- Go back to seat immediately and quietly.
- Check answer and answer the problems out loud as
prompted.
- Fix answers as needed.
- Focus on the teacher.
- Read the learning target as prompted.
- One student pass out markers, Others queitly stay
seated.
- Get white boards out of the desk.
- Listen to the white board rules and answer and
repeat as prompted.
- Listen to the teacher say mixed numbers out loud.
- Write the mixed numbers on the board.
- Show it to the teacher by holding the board right in
front of their chest, silently.
- Once the teachers gives them a thumbs up, put the
board down and immediately erase the board.
- Wait for another problem to be announced and
repeat.
- As prompted, put the marker back in the sock and
put the sock on their nametags.
- Follow along using the worksheet. Copy the board
as the teacher demonstrates.
 - Put your dry erase board back in the sock. - Read the problem in their head and follow along.
- Answer questions as prompted.
8:20-8:40 Mini Lesson: Adding Mixed Numbers - Look at the checklist and follow along as the teacher
uses the checklist.
I DO
- Now that weve reviewed mixed numbers.
Lets work on adding mixed numbers.
(Read the first problem)
- Today Im going to teach you two different
ways to solve the problem. By the end of
the lesson, you will be able to use both to
solve and prove your answer. First, I want
to figure out how many WHOLE cakes I will
have. So Im going to just look at the whole
numbers in the mixed numbers. Kekai has
2 whole cakes and Ainstin has 3 whole
cakes. So I know that 2 + 3 = 5, so there
are 5 WHOLE cakes altogether. Now, I am
going to look at the fractions. Kekai has
and Ainstin has of a cake. So Im going
to write the equation. ( + = ) Now,
when we are adding fractions together, we
have to make sure that the denominators - Color in the diagram as the teacher is doing it on the
are the same, and then add the numerators board.
together. So that will be 2/4. Now I know
that they have 5 whole cakes and 2/4
cakes altogether. So I can write it as 5 2/4.
Now I am going to use my checklist to
make sure I did all of the parts to solve the
problem. (Go through each check marks
on the check list to make sure I did - As prompted, answer questions asked by the
everything. Model how to use the check teacher and solve the problems on the worksheet.
list.) Why do you think its important to use
the checklist as we solve the problem or at
the end of the problem?
- We checks 1-4, now I need to prove and
show my work. In order to do so, today I - Think about the question, hold up the answer using
am going to teach you how to use a their fingers right in front of their chest on count of 3.
diagram or a picture to show my work. - Students will pound the desk three times, then hold
(use the pie diagram, color in the mixed up the answer.
numbers to show how I got the answer.)

WE DO

- Now lets try a few problems together.

Look at this equation. (popsicle stick:
have one student read the problem) Look
at your checklist, what is the first thing we
need to do? (have students answer, then
do it together. Do all steps together as a
group.)
- Check for Understanding: Second
equation
- Show me with your fingers how
many whole numbers in this (point
at first mixed number) in count of
- Solve both problems together as a class.
- Follow along and write on their worksheet.
- Use the checklist and check off each step as we
solve.
- Choral read the problem with the class.
- Listen to directions and answer as prompted.
- Show level 1 voice with finger.
 three, 3, 2, 1. The answer is 3. How
many mixed numbers in this
(second mixed number)? Show me
with your fingers on count of three,
3,2,1. (If students do not answer
correctly, immediately address the
misconception.)
- Do both equations on board as a class.
- Make sure the use the checklist and
continue to model how to use the checklist
as we go through the equations.
YOU DO
- Ok now its your turn to solve this problem
- Read the problem and choral read with
students.
- Make sure you use the checklist to make
sure you complete all steps. Use your level
1 voice if you need help, show me what it
looks like if you need help. Go.
- Walk around and monitor class. Help as
needed.
- *CHIME* Ok now, you and your partner
will discuss what you got for the answer
and how you got it. Door side partner will
share their answer by saying, There are ?
cookies altogether. I know because
Then the window partner will agree or
disagree by saying I agree/disagree
because.. Door side partner raise your
hand, window side partner raise your hand.
Ok, BUDDY BUZZ.
- Have students share their findings.
8:45-8:55
CHALLENGE PROBLEM
- Now I have a challenge question for you!
You have 5 minutes to solve the problem.
- Read the problem and have the students
answer using the white board. What if we
had
- Have students explain their thinking. Point
out how many wholes there are altogether
at the end. (Common fraction)
- Point at their seats.
- Raise their hands to show how to ask for help.
- Solve the problem independently and quietly.
- Raise hand if they need help.
- CHIME: Stop, put hands up in chime position,
interlocks fingers and place hands on the desk when
prompted. Eyes and ears on the teacher.
- Door side and Window side partners raise hand as
prompted.
- When the teacher says, BUDDY BUZZ, turn their
chairs to face their partners.
- Door side partner will begin the discussion by
saying, There are ? cookies altogether. I know this
because
- Window side partner will reply by saying, I
agree/disagree because
- Use level 1 voice and share their answers and
thinking.
- When prompted, turn back to the front, interlock
fingers and hands on the desk. Eyes and ears on the
teacher.
- As prompted, share their findings to the class.
- Check to see their answer is correct. Correct as
needed.
- Read the problem as the teacher reads the problem
out loud.
- Use the whiteboard to solve the problem.
- Use the checklist to make sure they completed all
steps.
- Share with the class their findings and thinking.
- Level 0 voice, stay in seat, raise hand for help, and
independently work on problems.
- Use checklist to check their answers.
 - Explain that sometimes, when we add the
fractions together the sum will make
another whole.

- Solve problems on the exit slip.

8:55-9:10
INDEPENDENT WORK TIME
- Ok now, lets practice using our new skills
to solve the problems. Look at your
worksheet and answer all problems
independently. Make sure you are using
your checklist to make sure you did
everything you need to do. Use your level 1
voice during work time. Point at where you
should be seating during work time. Show
me what it should look like if you need help.
Ok you have 10 minutes. Go
- Walk around and monitor class. Help
students as needed.
- Go over problems as a class.
- Use checklist to check their answers.
- Turn in work.
- Listen to the rules and procedures. Show
expectations as prompted.
- Solve multiplication problems independently for 2
minutes.
- Solve division problems independently for 2 minutes.
- Turn in work.
- Put materials away as prompted.
- Beat the timer (2 minutes).
- Level 0 voice.

9:10-9:15 EXIT SLIP

- Pass out exit slip.
- Remind students to use their checklist.
- Collect work. - Participate in around the world game.
- Stay in seat with level 0 voice if it is not their turn.
9:15-9:20 MATH FLUENCY
- Go over rules and procedures for math - Put head down.
fluency. - Wait to be called to be dismissed.
- Multiplication (2 minutes)
- Division (2 minutes)
- Collect work.

9:20-9:25 Clean up
- Have students put their materials away.
- Assign students to collect white boards and
dry erase markers.
- Go over how to clean up.
- Time for 2 minutes.

9:25-9:30 AROUND THE WORLD

- Play around the world.

9:30 DISMISSAL
- Have students put their heads down.
- Dismiss student by student.

C. Materials to have ready:

Teacher materials:
Entrance Slips
Pencils/ erasers
Homework
Google Slides Adding Mixed Numbers
 Popsicle sticks with names
ELMO
Projector
Dry erase markers
Timer
Multiplication flashcards
Math fluency paper
Guided notes/ worksheet
Exit slips

Student materials:
Pencils
Dry erase marker
White board
Success Criteria Checklist 0

D. Approximate time needed for lesson:

90 minutes

E. Resources (where I got my ideas):

Stepping Stones Module 6
 EXIT SLIP
Name_________________________
Date________________________

4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

C. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of operations and
the relationship between addition and subtraction.

Success Criteria Checklist

- Add whole numbers together.
- Add fractions together.
- Put the sum of the whole numbers and the fractions together.
- Prove and show your work by using a diagram.

1. Kanoa had 2 pumpkin pies. Lexie had 3 coconut pies.

How many pies are there altogether? Show your thinking.

2. 4+2=