Name: Alexia Mayorga

Unit Theme/Topic/Social Issue: Grade Level:

Community using math. 5th Grade

Driving Question(s): Include the driving question(s) from the unit overview here.

How does recycling affect us and our community?

How can we help our community by recycling?

Project Summary: Include the summary of the larger project the students are working on. The lesson plan should
contribute to the larger project.

Students will create a brochure which will incorporate everything they have learned from each subject. With this
project students will understand how recycling can affect not only the world they live in but also their everyday
life.

Content Area:

CA 5th Grade Content Standard:

“Students apply their understanding of fractions and fraction models to represent the addition and subtraction of
fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in
calculating sums and differences of fractions, and make reasonable estimates of them.”

Learning Objective: Students will be able to…

students will be able to solve adding and subtracting fraction problems and understand the basic rules for solving the
problems.

Materials: List all materials that will be used during this lesson, including any texts and handouts. Include any
handouts created for this lesson.
- Markers or Crayons
- Empty cardboard boxes such as delivery boxes or cereal boxes. (Two per student)
- Adding and subtracting fraction worksheet (provided).

Intro: Be descriptive and explicit about what the teacher is saying/doing and what the students are doing.
How will you capture students’ interest in this lesson? How will you model what you expect students to do in this
lesson?
What the teacher is doing: What the students are doing:
The teacher will be demonstrating with her own Students will take out the boxes they brought
cardboard box how to add two fractions using the area from home, if a student did not bring any 2 will be
model. First I will instruct the students to cut the provided by the teacher. During my demonstration on
cardboard boxes (using safety scissors) and have them how I would like for them to answer the problems the
use the two larger sides of each box. As they are cutting students will be listening. They will only cut the boxes
the boxes I will be walking around collecting trash and when told. To gather their attention after cutting the
other pieces they won’t be using. Afterwards I will boxes, I will use the clapping method. After which I will
demonstrate how to use two sheets of carboard to solve demonstrate how I would like them to fold and/or draw
a fraction problem. Using one color marker and one the first fraction on the first sheet of cardboard. I will
sheet of cardboard I will demonstrate how the students gather their attention again when I see that all students
should divide, draw and represent a fraction from an have finished their first sheet, and then show them how
example problem, same process for the second fraction I want them to draw and/or fold on the second sheet of
for the same problem only on the second sheet of cardboard to represent the second fraction. I will
cardboard and a different colored marker. Then I will regather their attention and make sure they all listening
show them how to “transfer” the fractions onto each by saying out loud “ready to rock?” which the students
sheet and from there show them how each sheet of will then have to repeat out loud “and roll!” This will
cardboard has the same number of spaces or boxes confirm that all eyes and ears are on this part, because it
drawn on them. Lastly, I will show them that the is the most crucial part, how to transfer the fraction
solution to the problem is the sum of the total number onto each sheet, then show them that they must add (for
of boxes shaded both sheets of cardboard over the total addition or cross out (for subtraction) in order to solve
number of boxes each sheet of cardboard has. After the problem. After my demonstration, the students will
which I will also demonstrate, using my second pair of be handed out a worksheet which they can solve by
cardboard boxes, how they can use the same process to using the cardboard pieces and what I have drawn on
solve a subtraction problem, only instead of adding the the board as a guide, they will finish the worksheet until
total shaded parts they will cross out boxes on the first the end of the lesson.
sheet of cardboard (which will represent the first
fraction) that will equal the total amount of how many
are shaded on the second sheet of cardboard (which will
represent the second fraction of the problem). I will also
show them how they can do the same thing on a sheet a
paper (I will handout a worksheet they will have to
complete). After my demonstration, I will hand out my
worksheet and have the students solve the problems
using the cardboards and what I have written on the
board as a guide. I will also discuss with the students
how using the sheets of cardboard will not only help the
environment but also their community and their
homework. As they are working on the worksheet I will
walk around the classroom in case any student needs
help with anything.

Through: Be descriptive and explicit about what the teacher is saying/doing and what the students are
doing. How will you transition students into the activity? What will be happening during the activity? (Cover details of
the beginning, middle, and end of activity.) How will you bring the activity to a close?
What the teacher is doing: What the students are doing:
During the activity, I will be walking around the During the activity the students will be solving
classroom helping any students that need help with the problems on the worksheet and will use the
anything they need help in. I will be using words of cardboard examples and what I have written on the
encouragement to those who are getting the hang of board as a guide to help them solve the problems if they
using the area model and those who are getting there don’t understand a certain part. If a student cannot use
but need a little push. I will also encourage students to the guides they will ask me for help, if they are still
work together if they are having trouble in a certain having trouble understanding I will encourage another
area that the other understands. student to help their fellow classmate solve the
problem.
Beyond: Be descriptive and explicit about what the teacher is saying/doing and what the students are
doing.
How will students reflect on their learning? How will students apply their learning to the larger world? How will you
know if your students met the learning objectives?
What the teacher is doing: What the students are doing:
After they have finished the worksheet I will talk After they finish their worksheet, the students
to the students and have them give me feedback on will raise their hand to answer my question about the
whether or not the cardboard examples or what I have cardboard examples. Then they will hear about how
written on the board helped them solve the problems on using the cardboard boxes has made a small change in
the worksheet. Then I will talk to them about how using the environment and their community. To make sure
the cardboard boxes has helped the world, it may have they met the learning objectives they will complete the
been small but repurposing the boxes meant that they homework (not provided) using the area model method
won’t end up in the trash thrown into the ocean, they that I showed them.
were recycled for and used for something that helped
them in school.
Accommodations: Specifically describe what types of accommodations will be included in this lesson for
different students.

Emerging Bilingual Students:

- For students who are bilingual I will have a translator, in the classroom. As the students are completing
each step, the translator will detail the instruction in their first language.

Students Performing Below Grade Level:

- Teacher will walk around to make sure students understand.

Students Performing Above Grade Level:

- Teacher will walk around to maek sure students are understanding material.