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Student Teaching Lesson Plan Template – Spring 2018 Final

(Indirect Instruction / Discovery Learning)


Omit the shaded cells

Subject: Mathematics 5th Grade Central Focus:


Fractions
Use equivalent fractions as a strategy to add and subtract fractions.

Essential Standards/Common Core Objective (2): Date submitted: Date taught:

Add and subtract fractions with unlike denominators


(including mixed 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.

Daily Lesson Objective (1):

Students will be able to add and subtract unlike denominators through worksheets that show all their work and
steps to find their answer. Students will achieve ⅘ questions correct on worksheet to show proficiency.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)

fraction, equivalent, addition/ add, sum, subtraction/subtract,


difference, unlike denominator, numerator, benchmark fraction,
estimate,

Prerequisite knowledge and skills Global Awareness (1):


needed (1):

Knowing that you have to find a


common denominator in order to add
and subtract unlike fractions.

Activity Description of Activities and Setting Time

1. Engage (3) *Display 3 unlike denominator fractions word problems on board.


Calling on students to come up to board and solve, showing their
Check students’ prior knowledge in a
work. Guiding them through the process if need be.

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty


fast way Problems to Display:

1. Sam picked ½ of a bucket of pears, and Melanie picked


2/9 of a bucket of pears. How many buckets total did they
pick?
2. Tom did ⅙ of a load of laundry on Monday and ⅕ of a
load of laundry on Saturday. What fraction of laundry did
Tom do in total?
3. Keith ate 7/12 of a lasagna, while Mike ate ⅕ of a
lasagna. In total, how much lasagna did these two eat?
4.

2. Explore (3) “Working in partners you all are going to complete the worksheet I
will hand out. Make sure you include all of your steps on the
Tasks student will solve by themselves
worksheet that you use to find your answer.”
using their prior knowledge
*Hand out worksheet and pair up students*

Name:___________ Unlike
Fractions Date:___________
Sandy planted ¾ rows of carrots and ⅙
rows of onions in a garden. In total, how
many rows of vegetables did Sandy plant?

A recipe called for 9/11 cup of chopped


turnips and ⅔ cup of diced turnips. In total,
how many cups of turnips did the recipe
call for?

3. Explain (3) “Once you have completed the problems on the front of the
worksheet together you are going to use the backside of the
Students explain their solutions to the
worksheet to explain how you knew what the equation for the
tasks they solved during the “Explore”
word problem
Nancy was.
has toWhat
readkey2words
books stuck outschool.
for to you that helped
phase
you understand
Nancy readwhat
⅛ the
of problem
the firstwas askingon
book andSunday,
write step by
step
andwhat you did
9/10 of to findsecond
the your finalbook
answer.on
I will be traveling
Monday.
around to look at your answers and answer any questions you
What total fraction of these two books has
Nancy read?
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

Alyssa has ⅙ of last week's allowance and


2/7 of this week's allowance. How many
weeks of allowance in total does Alyssa
have.”

4. Elaborate/Extend (3) “In your math notebooks I want you to write three of your own
word problems that add or subtract unlike fractions and then solve
Extra task(s) or generalizations of
them.”
concepts

5. Evaluate (Assessment methods) (3) Students will be evaluated on the worksheet that they complete
with their partner as well as the written reflections on the
Include the “Exit ticket” to assess
backside of the worksheet.
students’ understanding of the new
concepts

Materials/Technology (1): Worksheet, pencil, projector.

Reflection on lesson:

CT signature:________________ Date: __________ US signature: _______________ Date: ____________

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

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