Val Keenan

February 16, 2021

CCSS (or NGSS or C3 Framework if sci or ss):

4.NF.B.3a: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Understand
addition and subtraction of fractions as joining and separating parts referring to the same
whole.

I can statement or other way of communicating to students the goal of the lesson:
 I can make models of two fractions
 I can add the parts of a whole
 I can subtract parts of a whole

What you want your MT to be doing during the lesson:

During the lesson, Catherine will be walking around and making sure students are following
along, making models using their fraction strips, and showing their work in their books. If a
student needs extra assistance, she will help them. I will do the same thing when I give
students a task to work on independently.

How this lesson relates to previous lessons and/or DATA (why are you teaching this?):
This lesson builds on the previous chapter (chapter 6) of GoMath. In chapter 6, students
learned that fractions are parts of a whole, how to find equivalent fractions, how to find
common denominators and put fractions in simplest form, and how to compare fractions.
Students will build on the knowledge they gained from the previous chapter. They will use
what they know about fractions, specifically common denominators, to understand how to
add and subtract fractions. They will learn that fractions need to be from the same whole, or
have common denominators, in order to add and subtract them. Understanding this concept
of fractions, both adding and subtracting fractions, will help students outside of the
classroom. Learning this will help them in cooking or baking when they are measuring
ingredients. If you need to modify certain ingredients, knowing how to add and subtract
fractions will be helpful to know. If students have to plan get-togethers, they will need to
know how to divide pizzas into number of slices to fit the number of people there.

Steps/Procedure: (Second Semester: Please make it evident where you are (1)building
prerequisite skills, (2)supporting steady progress, and/or (3)extending learning)

Time (in Minutes): Steps:

I will get the attention of the class by saying:

3 minutes “Give me 5, give me 4, eyes on me in 3, V 0 in 2, hands off your
materials in 1, and 0. We are going to start math now. When I say go,
put away your chromebooks and morning work and get out your math
 books, pencils, dry erase boards, and markers. Put all of your materials
on your neighbor desk” I will walk around and make sure students are
getting out their materials.

5 minutes In math, we are going to continue talking about fractions. As a class,

we will review what we remember from chapter 6. I will ask the class,
“What do you remember learning about in chapter 6?”
Possibe answers:
 fractions
 equivalent fractions
 common denominators
 simplest form
 comparing 2 fractions
 putting 3 or more fractions in order from least to greatest and
greatest to least

“Great! We are going to continue looking at fractions and build on

2 minutes what we already know. Today we are going to look at adding and
subtracting parts of a whole. Our essential question is “When can you
add or subtract parts of a whole?”. So by the end of our lesson, we
should be able to answer this question. I am going to use the lottery to
have 3 students read our ‘I can’ statements.”

I wil use the lottery (similar to picking sticks) to call on students. One
1 minute student will read the first statement, a second student will read the
second statement, and a third student will read the third statement.

I will tell students that I am going to pass out another set of fraction
2 minutes strips. The ones we have been working with were fraction strips that
were lines, but these fraction strips are different. Once I pass them
out, I will ask students how these fraction strips differ from the ones
we previously worked with.
Possible answers:
 these fraction strips are circles

I will tell the students that we can make models using these fraction
strips. I will say, “On the board, I have 3 different fractions. I want you
5 minutes to model these 3 fractions on with your new fraction strips.”
During this time, Catherine and I will be walking around and checking
on students’ progress.
 After I notice that the majority of the students made their models, I
5 minutes will go over the answers with the students. If there is a student who
seems to be further behind, Catherine will continue working with that
student while I go over the answers. I will tell the class that our first
fraction is 3/6. I will ask students what the numerator and
denominator is for that fraction
Possible answer:
 The numerator is 3 and the denominator is 6
Then I will ask the students what fraction strips they used and how
many they used.
I will repeat this process for the fractions 4/10 and 5/8.

Then we will use the fraction strips to model the addition problem 2/6
3 minutes + 3/6. I will ask students what they notice about the numerators and
the denominators of each fraction?
Possible answers:
In the numerator, you add the numbers like normal. You add 2+3=5
and the denominator stays the same.

1 minute I will tell students they can place their fraction strips to the side and
open their math books to page 385. “Give me a thumbs up once you
are on page 385”

I will ask a student to read the story problem out loud. I will remind
5-8 minutes the student to be loud and proud so the whole class can hear them.
After they read the story problem, I will ask the students how many
pies does Ms. Clark have?
Possible answers:
 2
How many pieces did Ms. Clark cut the pies into?
Possible answers:
 6
If Ms. Clark is going to combine the pieces on the same dish, what key
word tells us what we have to do to solve the problem?
Possible answers
 it says ‘combine’ so we need to add
Then as a class we will shade in the model to represent the two dishes
of pies. We will review that the first dish has 3 slices, so we need to
shade in 3 parts of the model and the second dish has 1 slice so we
need to shade in 1 slice. The first model represents 3/6 and the second
model represents 1/6. Then I will say, if we are going to combine the
 pies into 1 dish, what do we need to do with our 2 fractions?
Possible answers:
 add them
I will model how to write the addition problem
3/6 + 1/6 =
I will tell students to think back to when we made a model to
represent the addition problems. Think about what we did with the
numerator and denominator. Then I will tell the students to make a
model to represent the answer. On their own, I will have students
make a model and shade in the number of pieces and write the
fraction, which will be the answer to the problem 3/6 + 1/6. Again, I
will point out that on the numerator we add like normal, and the
denominator stays the same, which represents the whole or number
of slices in the whole.

I will check for understanding and have students give me a thumb up,
thumb to the side, or thumb down depending on their understanding
so far

I will have a student read part B of the story problem. After a student
5 minutes reads it, I will ask “If Ms. Clark eats 2 slices of the pie, what do we have
to do?”
Possible answers”
 subtract
I will have students use their fraction strips to represent how many
pieces of pie were in the dish when she combined the 2 dishes (4/6). I
will walk around make sure students are on track. Then I will use the
doc camera, to show 4/6. Then I will remind the students that Ms.
Clark ate 2 pieces. What should I do to the model if Ms. Clark ate 2
pieces?
Possible answers:
 subtract or take away 2 pieces
I will take away 2 pieces and has the students how many pieces are
left, then we will write out the equation that was represented in the
model- 4/6- 2/6 = 2/6. I will have students look in their book and put
an X on the 2 slices to show that this is another way to represent the
subtraction problem.

I will check for understanding and have students give me a thumb up,
thumb to the side, or thumb down depending on their understanding
so far
 I will then read the following statement to the students.
2 minutes “You can only join or separate parts that refer to the same whole.”
Then I will ask students what they think this means.
Possible answer:
 the denominators need to be the same
 the shape and size of the pieces in the whole need to be the
same

Then I will display the next problem on the board. I will read the
5 minutes problem. “Suppose Randy have ¼ of a round cake and ¼ of a square
cake. Are the wholes the same?” As a class we will discuss the
similarities and differences between the 2 models
Possible answers:
 both models represent ¼
 one model is a circle
 one model is a square
 since the models are different shapes, the pieces are not the
same size, therefore the wholes are not the same and we
cannot add or subtract them

I will display 3 different addition models and have them tell me which
one shows wholes that are the same size and how they know. We will
5 minutes have a discussion about the 3 models and how 2 models have the
same amount of pieces, but one does not have the same amount of
pieces so we cannot add them.

As a class we will use the model on page 387 to write an equation. We

3 minutes will go over how many pieces are in the whole and how many pieces
are shaded
Possible answers:
 There are 5 pieces and 4 pieces are shaded and in the second
picture therea re 5 pieces and 1 piece is shaded
I will point out that since the models are the same shape and size, we
can add them. Then I will ask students what fraction each model
represents.
Possible answers:
 3/5 and 1/5
Then I will ask students to solve the problem
Possibel answers
 4/5
 I will check for understanding and have students give me a thumb up,
thumb to the side, or thumb down depending on their understanding
so far

5-8 minutes I will have students solve problems 2-4 on their own. During this time,
Catherine and I will be walking around, checking students
understanding, and asking students how they are solving the
problems.

5-8 minutes Once I notice the majority of the students are finished, I will go over
the answers with the students

IF I HAVE MORE TIME:

Students have P.E. after math so if we run out of time, I will not have
stuents solve problems 2-4. If we have extra time, we will go over the
answers. If there is still extra time we will go over the Sense or
Nonsense question on page 388. I have the problem on my
PowerPoint in case we have time

At the end of the lesson, I will do another check for understanding.

I will check for understanding and have students give me a thumb up,
thumb to the side, or thumb down depending on their understanding
so far

I will go back to our essential question:

5 minutes “When can you add or subtract parts of a whole?”
Possible answers:
 when the denominators are the same
 when the models are the same size
 you can only join or separate parts that refer to the same
whole
I will ask students what they learned
 how to use models to represent fractions
 how to add and subtract fractions
I will ask students if they have any questions and tell them what their
homework is. Then I will transition the class into P.E. I will tell students
to put their materials on their neighbor desk and get out their
chromebooks for P.E.

Academic/Social/Linguistic Supports for individual students. Part of this MUST include your
plan for SPECIFIC STUDENTS (you can name them here or put an initial):
Academic Support: I will be having students use manipulatives to visualize their
understanding. I will have students recall their understanding from chapter 6 and we will talk
about how they are building their understanding of fractions in chapter 7.

Social Support: We will be working together as a class to understand how to add and subtract
parts of a whole. Students will be brainstorming and observing models together and use their
understanding to converse about the lesson.

Linguistic Support: I will be using models to go with the word problems. I will also display
questions on the board for students to not only hear me read aloud, but for them to visually
see the questions. I will be defining unit fractions with the class and giving examples and
visuals to help the students’ understanding of the word.

Special Ed/504 Accommodations:

B.S.- I will allow this student to use either fraction strips or color in the models in the math
book. He works with the O.T. and some times he prefers to use one manipulative over the
other. I will ask this student if they prefer using the math manipulative fraction strips or
models that are already written in the book.
C.S.- When students are working independently, I will read the instructions to the student
aloud.
C.H.- I will give longer wait time for this student to process the information and think through
the math problems. When students are working independently, I will read the instructions to
the student aloud.
D.M.- When students are working independently, I will read the instructions to the student
aloud.

ELLs:
C.S.- I will be displaying the manipulatives on the board, we will practice using the fraction
strips before applying them to the lesson, and I will read instructions to this student aloud
when students are working independently. As a class we are going to go over the definition of
‘unit fractions’ and I will give multiple examples of how they are used in the math lesson to
ensure this student understands their meaning and purpose to adding fractions.

Emergent Bilinguals:
C.S.- I will be displaying the manipulatives on the board, we will practice using the fraction
strips before applying them to the lesson, and I will read instructions to this student aloud
when students are working independently. As a class we are going to go over the definition of
‘unit fractions’ and I will give multiple examples of how they are used in the math lesson to
ensure this student understands their meaning and purpose to adding fractions.

Tier 2 Interventions:
As a tier 2 intervtion, I can do small group instruction to review concepts and stills needed for
this chapter. We can review what a numerator and denominator are, what common
denominators are, and how to model fractions using fraction strips.

Tier 3 Interventions:
As a tier 3 intervention, I can do one-on-one instruction to build foundational skills. When
working a student one-on-one, I can go over how fractions are different from whole numbers
and give real world examples of fractions (cutting a sandwich into X amount of pieces, cutting
a pizza into X amount of pieces, etc.). We will go over that a numerator is on top and
represents how many pieces are left or shaded. The denominator is on the bottom and
represents how many pieces total something was cut into before it was eaten or given away.
We will go over fractions and equivalent fractions and I will show this through fraction stripes
(for examples ½ = 3/6 as shown in a model)

Assessment (How you know they understood your goal, include DATA):
I will know students met the learning objective because at the end we will go over our
essential question (When can you add or subtract parts of a whole?). I will also ask students
to share 1 thing they learned from today’s math lesson. The homework I give them, which
they will complete when they are E-learning on Thursday, will be used as data to see
individual students understanding.