Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Isaac Lund

Grade Level: 7
School: O’Gorman Middle School
Date: September 29th, 2020
Time: All Day

Reflection from prior lesson: Last lesson I feel went really well. I need to focus more on broader,
deeper thinking questions. As well as offering more differentiated instruction. The students
worked on finding a common denominator yesterday and will translate that to this lesson.

Lesson Goal(s) / Standards: Add and subtract “Unlike Fractions”.

Standards
7.RP.1.A: Analyze proportional relationships and use them to solve real-world and
mathematical problems.

Lesson Objectives: Students will be able to add and subtract fractions with different
denominators. Students will be able to think about how this could be applied to the data and
create a problem based on that.

Materials Needed: Screen, White board. Math books. Ipad/airplay. Access to old data from the
previous lesson.

Contextual Factors/ Learner Characteristics: Most of the students did pretty well on yesterdays
lesson on just adding fractions with unlike denominators. A few of the students are struggling
with finding the LCM and a few others are failing to make a large bar and combine the
denominator. I will touch on this again today.

The Lesson

• Introduction (5 min)
o getting attention: Good Morning! Open books to page 293. These students have
a bell ringer to complete! And it is on the board.
o relating to past experience and/or knowledge: The data we are using will
activate the knowledge of what we worked on in the previous lesson with the
pizza and the mentimeter.
o creating a need to know: The need to know here is the fact that not all the
denominators are the same and in order to get more information on the class as
a whole, we must be able to add and subtract these regardless of the
denominator.
o sharing objective, in general terms: I can add AND subtract fractions with
uncommon denominators
• Content Delivery (15 min MAX)
 o After students have had time to work on the bell ringer: What fraction of the
students prefer pepperoni or 3 meat? They should be well warmed up and
ready to go. They should be able to complete this based on yesterday's lesson,
but as a reminder, we will quickly go over how we solved this and I will write it out
and show the exact work we should have on the paper. I have the results pulled
up on the ipad and be airplaying it to the screen so I can walk around and teach
at the same time. The chart will have some info on the totals of what the survey
said on friday. The table will look like this:
o 48 students took the survey:
Topping
Fraction

Pepperoni
5/12

Cheese
1/3

3 Meat
7/48

Hawaiian
1/8

• Students will then be asked how might we know how many more students liked cheese
than Hawaiian. I will underline the word than and ask them if this word is important.
They will respond with yes, it means we need to subtract, just as we added yesterdays.
“But is subtraction any different than addition? We will need to use the additive
inverse to switch it to addition. I will write out the specific example having them help me
write out the question. I will walk through each step, first, rewriting the fractions and
having a problem that looks similar to the examples and similar to what we completed
yesterday. We will then rewrite it, using a common denominator that we found. I will
remind as I go around, making sure everyone is following along, to show ALL of the
work. I will then show the next step, which is to do the arithmetic and check to see if we
can simplify. Once we have completed the problem, we will move on to the “got it’s”
(formative assessment). We will rewrite the problems as addition, together. I will also
reiterate the importance of writing the “big bar” in the equation. The students will then do
a self check, and I will go around ensuring everyone is on board.
As I go around, I will check a few, see if we are on track, and if so I will point out the solutions I
have prewritten on the board. Students will self check, allowing me to continue walking around
and helping those in need.
Once we have all gotten through the “G,H,I” example problems, we will move on to homework
time. This will allow students enough time to finish a portion of their homework in class, where
they can receive assistance from us.

• Closure (7 min)
o To close out, I will have the students pack up and leave out just a pencil. I will
pass out index cards, and tell the students to look at the data on the board one
 more time. Using the data on the board, the students will write down a question
on their note cards, that can be answered using data from the graph. Students
will then swap cards with another student and will work to solve the problem the
partner wrote for them. To leave, they will have to hand me the notecard as the
exit ticket.
• Assessments Used
o Formative : questions GHI, Notecards. homework once it is completed as the
students have the option for redos.
o Summative unit tests at the end of the unit.
• Differentiated Instruction
o 5th and 7th hour will complete this lesson as written. 2nd hour tends to struggle
more than the other classes. For second hour we will not do further application
questions regarding the pizza survey. We will instead focus on guided practice
#7. This is the question.
o
o This achieves the same goal but allows the students to combine yesterday's
learning with todays in an example from the book.