Differentiated Lesson Plan

Lesson Plan Title:

• Exploring Adding and Subtracting Fractions

Grade Level/Subject/Skill:
• Grade Level: 4th Grade
• Subject: Math
• Skill: Adding and Subtracting Fraction

Gifted Learning Environment:

• At my building, gifted learners are serviced in the general education classroom.
Within one general education class, there will be a mix of high-achieving learners
and gifted learners. In my classroom, I do math centers to differentiate
instruction to meet the needs of all my learners. During math centers,
students participate in a sequence of rotations in a small group setting. Each
one of my small groups is ability grouped. Therefore, my gifted learners would
all be within one or two small groups depending on the number of gifted
learners in my classroom. Therefore, gifted learners will be engaging in a small
group learning environment for this lesson.

Lesson Plan Overview:

• Students will explore adding and subtracting fractions through digital
manipulatives, choice activities, and an online game, Prodigy, that is
differentiated to meet each student’s needs during a ninety-minute math
block. Students will explore this lesson in small groups that are ability
grouped. As students rotate for each of the three centers, students will be
exploring math concepts on their level and providing the differentiation
needed to reach their fullest potential.

Student Learning Outcomes:

• Students will be able to use visual models to add and subtract fractions.
• Students will be able to solve addition and subtraction fraction problems
with a model and equation.

Ohio Learning Standard:

• 4.NF.3
o 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.

NAGC Standards:
• 3.4 Instructional Strategies:
 o Students with gifts and talents demonstrate their potential or level
of achievement in their domain(s) of talent and/or areas of interest.
• 3.5 Instructional Strategies:
o Students with gifts and talents become independent investigators.
• 3.6 Resources:
o Students with gifts and talents are able to demonstrate growth
commensurate with their abilities as a result of access to high-
quality curricular resources.

Materials/Resources Needed:
• Materials Responsible from the Teacher:
o Prior to Lesson:
§ Pre-Assessment (Google Form) on Google Classroom
§ Notebook Paper (Show Work)
o Whole Group Lesson Introduction Materials:
§ Learning Target Cards
§ Vocabulary Cards (Posted on Word Wall)
§ Chromebook
§ Television (Modeling Math Apps/Manipulatives)
§ Access to Apps:
• Number Line
• Fractions
o Center 1: Exploration with Miss Fox:
§ White Boards
§ White Board Markers
§ White Board Erasers
§ Chromebook
§ Apps:
• Number Line
• Fractions
o Center 2: Prodigy:
§ Prodigy
o Center 3: Choice Menu
§ Choice Menu Sheet
§ Paper
§ Markers
§ Glue
§ Scissors
o Whole Group Close:
§ Exit Ticket (Google Form) on Google Classroom
§ Notebook Paper (Show Work)
• Materials Responsible from the Student:
o Chromebook
o Pencil
Lesson Breakdown:
• Pre-Assessment: 5-10 minutes
• Google Form that is completed the day before the lesson. Displays
students' prior knowledge about adding and subtracting fractions.
• Whole Group Introduction: 15 minutes
• Review key vocabulary: numerator, denominator, sum, difference,
decompose, like denominator, and unit fraction.
• Introduce the math website, the Math Learning Center, that students
will be using to explore adding and subtracting fractions. We will be
using their interactive fraction and number line apps during small
group instruction.
• Small Group Rotations: 60 minutes
• Center 1: Exploration with Miss Fox (20 minutes)
• Explore adding and subtracting fraction word problems
through constructing their own meaning through digital
manipulatives (fraction area models and number lines).
• Differentiate rigor of problems to meet gifted learners' needs
(may alternate numbers used). Problems selected are driven by
the results of the pre-assessment.
• Use digital manipulatives to help students create models for
these problems, allowing them to form a more concrete
understanding and own thinking.
• Connect models to formulating equations.
• Explore problem-solving strategies and connect math to real-
life concepts.
• Center 2: Prodigy (20 minutes)
• Differentiate fraction problems through an engaging game
called Prodigy.
• The website automatically differentiates instruction based on
student performance to provide rigorous and challenging
problems for gifted learners.
• Center 3: Choice Menu (20 minutes)
• Allow students to apply their knowledge acquired about
fractions through choice activities.
• The choice menu is differentiated to meet a variety of student
interests and learning styles. Activities are based on results
from the student interest inventory at the beginning of the
school year.
• Choice menu options incorporate different levels of
understanding to challenge gifted learners to reach their
fullest potential.
• Whole Group Close: 10 minutes
• Exit Ticket: 5 minutes
• Google Form that assesses student knowledge of adding and
subtracting fractions.
 • Similar format to pre-assessment.
• Class Reflection: 5 minutes
• Review of key ideas and concepts touched on throughout the
lessons.

Detailed Lesson Description, Strategies Used, & Learning Modifications:

• Pre-Assessment: 5-10 minutes
o Students will be taking a pre-assessment covering adding and
subtracting fractions before beginning instruction on this new topic.
This pre-assessment will inform me of students' prior knowledge of
the concept and provide me the information needed to differentiate
instruction successfully. Sometimes, gifted learners have already
mastered a concept or have a strong understanding of it before
instruction. Therefore, it is vital to assess their prior knowledge to
ensure that their valuable class time is spent on activities that will
challenge them and help them reach their fullest potential.
o This pre-assessment will be very similar to the summative assessment
that students will take after acquiring their knowledge of adding and
subtracting fractions. This pre-assessment will be administered
through Google Forms the day before beginning this new topic. This
will allow me ample time to assess and differentiate instruction for
small groups based on this information.
o In addition to the pre-assessment, students complete an interest
survey at the beginning of the school year. The interest survey
informs me of their passions, likes, dislikes, learning styles, among
many other things. Based on the pre-assessment results and taking
into consideration each student's interest inventory, I will formulate
small groups by strengths and abilities. This will allow me to
differentiate instruction to help every student reach their fullest
potential.
o Those students who receive above a ninety percent on the pre-
assessment will have the opportunity to opt-out of the small group
rotations if they would like to. This is a personal discussion that is had
before starting this new topic. Instead of participating in small group
rotations, they will pursue choice menus for the whole duration of our
small group rotations as an extension activity. If a student wants to
pursue this option, the student receives a compact sheet highlighting
their strengths and alternative activities. For more extended topics,
students will receive a learning contract instead of a compact sheet.
• Whole Group Introduction: 15 minutes
• We will begin our lesson by introducing our learning targets. Our
learning targets are written on cards that are displayed in a pocket
chart on the board. Our learning targets include:
• I can use visual models to add and subtract fractions.
• I can solve addition and subtraction fraction problems with a
model and equation.
 These appear continuously throughout the lesson to remind students
of our learning goals.
• Next, we’ll review key vocabulary terms from our word wall. Our key
vocabulary words include numerator, denominator, sum, difference,
decompose, like denominator, and unit fraction. I will highlight each
word. Then, I will have a student share verbally or draw a visual on the
board to explain the meaning. These are all words that have been
previously introduced to students. Therefore, everyone should be
familiar with them. Words like numerator, denominator, decompose,
like denominator, and unit fraction have been introduced through
lessons on finding equivalent fractions and decomposing fractions.
Both of these topics have occurred before this. Words like sum and
difference have been introduced through lessons on adding and
subtracting whole numbers. Although these words are not new to
students, we must review them, so students are reminded of
essential terms.
o Next, students will each open up the Chromebook on their desk and go
to Google Classroom. There will be a link to today’s class resources on
Google Classroom, including Prodigy and the Math Learning Center.
Students will click on the link to the Math Learning Center site to
explore the interactive fraction and number line apps. These two
apps will be used during our small group instruction. I’ll give students a
brief overview of each app discussing some of the tools we’ll use
within them during our small group instruction.
o Lastly, students will break off into their small groups. I will read off
the students in each group. Once each group has been read off,
students may go to their designated center. These are procedures
students have practiced, and they understand the expectations of
small group instruction. Students who received a ninety percent or
above on the pre-assessment have already been informed of their
alternative activity. They will report to their designated area at the
same time other students are transitioning to their small groups.
• Small Group Rotations: 60 minutes
o Center 1: Exploration with Miss Fox (20 minutes)
• When coming to the first center, students are required to
bring their Chromebook. I will have whiteboards, markers, and
erasers already at the centers for students if needed. Using
the fraction area model and number line apps, students will
explore the following problems during our small group:
• Jenny and Alex went to the grocery and bought a tub of
ice cream. Jenny ate 1/4 of the ice cream tub, and Alex
ate 2/4 of the ice cream tub. How much of the ice cream
tub did they eat in all?
• Sarah ordered a pizza for her and her two friends, Matt
and Marsha. Sarah ate 2/8 of the pizza. Matt ate 1/8 of
 the pizza. Marsha ate 3/8 of the pizza. How much did they
eat altogether?
• Addison opened a candy bar that was split into twelve
equal pieces. If she ate 8/12 of the candy bar, how much
is left?
• Luke ordered a dozen donuts from the bakery for him
and his family. If there are five people total in his family,
including him, and each person ate one donut, what
fraction of the donuts are left?
I selected to use word problems because it gives students
context and real-life situations in which students may
encounter the mathematics we learn in class. This shows
students the purpose of why we're exploring these topics. It
also provides the rigor needed to challenge gifted learners.
• We will be dabbling with each question one at a time. As we
explore these problems, I'll ask students questions like:
• What is the question asking?
• What operation should we use to solve? How do you
know?
• What are the essential numbers to use when solving this
problem?
• What are some keywords?
• How could we use the fraction area models to help us?
• How many pieces should the fraction area model be
broken into? How do you know?
• How could we represent each person from the problem
in the fraction area model?
• How could we use the fraction number line to help us?
• Where would we start on the fraction number line?
• How could we represent each person from the problem
on the number line?
• What is an equation that could represent this problem?
These questions help break apart the question and help
students decipher the problem and connect it to a model.
• Through using the apps, we'll explore these problems and
questions. To differentiate these problems for each group, I'll
modify the problems with more challenging or less challenging
numbers to meet their needs. Depending on their response to
questions, I may provide more modeling to support struggling
learners while allowing them to explore more independently for
higher learners. This will allow gifted learners to be challenged
during our small group instruction. After sharing strategies
and students becoming more confident in problems, I'll let them
explore a problem independently with their model choice. We'll
then discuss models and equations are connected as well.
o Center 2: Prodigy (20 minutes)
 §Students will log onto Prodigy, a website that is in a format
similar to a video game. Prodigy's video game style and
connections to math concepts creates an engaging learning
experience for elementary students. On the website, students
create their own avatar, can travel to different worlds, and
compete with their friends in battles. The best part for
teachers is that they're engaging in math concepts while
participating in an enjoyable game. To battle a friend, students
must solve a math problem. Teachers can select the topic
these problems will be covering. The game also automatically
differentiates the rigor of the problems based on student
needs. Therefore, gifted learners can be working on rigorous,
challenging, and engaging problems, while others in the
classroom can be doing problems that are on their level. For
today's lesson, students will be working on fraction concepts
that meet their needs. For example, struggling learners may be
working on more simple concepts like decomposing fractions. In
contrast, gifted learners would be working on rigorous, multi-
step fraction word problems. Students who have mastered
adding and subtracting fractions would work further on
exploring more challenging fraction topics. This activity aims to
give students an engaging learning experience while working on
math concepts that are differentiated to challenge gifted
learners.
o Center 3: Choice Menu (20 minutes)
§ The last center gifted learners will participate in is a choice
menu. Students will be working on one of two topics at the
choice menu center: decomposing fractions or adding and
subtracting fractions. Since decomposing fractions is the
topic before adding and subtracting fractions, those who are
not confident in adding and subtracting fractions will do their
choice board on decomposing fractions. For gifted learners
who have mastered adding and subtracting fractions or feel
confident in it, they will participate in a choice menu on that
concept to further their knowledge. Students will select one or
more choice menu activities that meet their interests and
academic needs. Gifted learners also can create their own
activity for our choice menu activity upon teacher approval.
Choice menus allow students to apply the knowledge they've
learned to a format that engages their learning style and
modalities. Gifted learners also thrive on having choices in the
classroom. Since gifted learners often have intense interests,
allowing them to dabble in an activity on a topic of interest
allows them to thrive. The choice menu activities include:
creating a rap or song, poster, board game, story, drawing,
lesson plan, comic strip, graphic organizer, or a hands-on game
 such as a matching game that displays their knowledge of
adding and subtracting fractions. The choice menu will be
displayed at the center. These activities are selected based on
student responses during the interest survey provided at the
beginning of the year. There will be paper, markers, glue, and
scissors available at the center for students to use. Students
can utilize their Chromebook for this activity as well. This
activity aims to provide students with a differentiated
learning experience that is tailored to their learning style and
interests by offering students choice.
• Whole Group Close: 10 minutes
o Exit Ticket: 5 minutes
§ For their exit ticket, students will complete a Google Form that
is similar to the pre-assessment. This will allow me to see what
students have learned throughout the lesson and assess their
knowledge. For the assessments, I selected open-ended
problems for students to show me what they learned. I didn't
want them to merely know the process of how to add and
subtract fractions but have them connect models to
equations and have them apply it to their own lives. Overall,
this exit slip aims to see if gifted learners have the depth and
concrete understanding of the concept discussed throughout
class.
o Class Reflection: 5 minutes
§ To end class, we'll have a whole group reflection touching on
what students learned and how they enjoyed the activities they
engaged with. This reflection aims to tie everything together
from our whole lesson.

Rationale for Lesson:

• Pre-Assessment
o Before this lesson, students tackled decomposing fractions.
Students are required to understand decomposing fractions before
beginning adding and subtracting fractions. After students
completed a summative assessment on decomposing fractions, I knew
that we could transition to adding and subtracting fractions. After
students completed the summative assessment on decomposing
fractions, students began completing the pre-assessment on adding
and subtracting fractions. Their performance on this pre-
assessment informed me of many things. First, it showed me my
students' prior knowledge of this concept. Second, it showed me
which small groups to place students in. Since I use ability grouping
for center rotations, this allows me to see what level each student
was on and what group to place them in. Third, this pre-assessment
showed me where I needed to begin with instruction during small
group. Since students are at different places based on their prior
 knowledge, the pre-assessment gave me ideas of where to begin for
each group. Lastly, it showed me which gifted students had already
mastered this concept. Therefore, they received compact
instruction.
• Small Group Center Rotation Classroom Structure
o Thinking about my small group rotations, many factors took into
consideration of this. During an interest survey at the beginning of
the school year, I learned a lot about my students. One of the many
things that I discovered is that many of my students preferred small
group instruction over whole group. This more personal learning
environment allowed students to feel more comfortable participating
in instruction and provide it on their level. Through the pre-
assessment, I learned that the range of prior knowledge was large.
Therefore, I decided to do center rotations. Center rotations allow
me to teach instruction on their level and provide the support they
needed to succeed.
• Center 1: Exploration with Miss Fox
o In this specific lesson, many things were taken into consideration with
my first center. I first took into consideration the materials I was
utilizing. From my interest survey at the beginning of the year, I
learned that many of my students were visual and kinesthetic
learners. I also learned that my student a lot of students loved
utilizing technology in the classroom. To meet their needs and
interests, I incorporated digital manipulatives. This allowed students
to have the visual support they needed with math problems,
manipulating their hands, and incorporating technology needed to
engage them. The second thing I took into consideration was my
instruction route. Based on the pre-assessment, I made notes of
students' areas of strengths and weaknesses. For each small group, I
provided different areas of support and rigor with our math
content. When selecting the problems, I chose to incorporate word
problems to emphasize critical thinking and problem-solving skills in
gifted learners. Additionally, I would ask questions to students that
weren't guiding but merely prompted their thinking. This allowed them
to create their understanding of the content we were learning. I also
created problems relevant and connected to their own lives, such as
eating a pizza. By considering the interest inventory and pre-
assessment, I was able to create an engaging and challenging lesson
that was differentiated to meet each student's needs, all while
incorporating critical thinking skills and making it relevant to their
own lives.
• Center 2: Prodigy
o Referring back to the interest inventory continued when designing
center two. In center two, students played Prodigy, an online math
game. Connecting their interest in technology with these websites
allowed my students to stay engaged while furthering their
 mathematical knowledge. The website's automatic differentiation
component was an additional asset that continuously allowed my
gifted learners to be engaged and reach their fullest potential. By
considering the interest inventory, I created an engaging activity
that was differentiated to meet each student's needs
• Center 3: Choice Menu
o When designing the third center, I again referred back to the student
interest inventory. I created a choice menu to provide gifted learners
an outlet to apply their math knowledge to a format that is engaging
and applies to their interests. When selecting choice options for this
lesson, I referred to students' interests and learning styles from the
interest inventory. This allowed me to create activities that
embraced creativity and were engaging to all students.
• Exit Ticket
o Finally, as a part of the lesson, students completed an exit ticket.
This exit ticket looked similar to the pre-assessment so that students
understood what they were expected to achieve. This consistency
allowed them to be successful.

Behavior Management Considerations:

• Gifted Learners that have Mastered Content
o There are many ways I influence positive behavior during the lesson. First, is
by allowing students who have already mastered the concept to pursue
choice menus for the whole duration of instruction. Sometimes gifted
learners can come into the classroom already mastering a concept we've
never taught. As educators, it's our job to provide activities for all learners
that meet their needs. If we don't, whether because an activity is not
challenging enough or too challenging, it can cause behavior management
issues. By allowing students who have mastered content to do an academic
choice activity, I relieve behavior management challenges. Having a compact
sheet, or learning contracting for long lessons, allows the student to
understand their assigned task and their expectations while they're doing
their task. Ensuring this student understands the expectations is pivotal to
success. In addition to the clear expectations, allowing a choice activity also
relieves any behavior management issues. When gifted learners have a
choice in academics, they more engaged because they get to pursue an
activity that interests them most. They have a choice, but they're also
furthering their knowledge by applying their knowledge to an engaging
medium. Overall, it relieves behavior management issues and increases
engagement.
• Small Group Center Rotations
o Small group center rotations are set up so that students travel from
station to station and participate in an activity at each place. While
working at center one, students are working with several other peers in a
small group and me. However, at center two and three, they're working
independently. With no teacher to directly watch over them, it's anticipated
 that there may potentially be behavior management issues. Small group
center rotations require strong classroom management skills to be
effective. At the beginning of the year, I slowly roll out centers, so students
aren't overwhelmed. We practice one station each day with teacher
guidance and support. We try out every station individually so students can
experience each one before adding on. After feeling confident in doing one
center independently, students will do two centers independently with
teacher guidance. After doing a few days of that and practicing
transitions, students finally experience the full small group center
rotations. By slowly adding piece by piece, this ensures that students know
what is expected of them during each center and that they complete it
effectively. We also go over procedures like, "ask three before me" and
others to ensure I'm not interrupted during my small group. Students are
given additional nonverbal reminders, including directions at each center, a
timer on the board, a chart on the board with the center rotation, and a
poster of expectations. This ensures that students have a reference point
for the common questions that they may ask.
o Additionally, students experience center activities as a whole group or small
group before experiencing them in a center. For example, in this lesson,
students are to hop on the website Prodigy for center two. Before this
lesson, students have hopped on Prodigy many times in whole group settings.
This ensures that they know how to log onto the website and understand
how to play the game. If we had never logged on before, students would be
asking me questions constantly to make sure they're on the right track.
Exposing students to these activities prior, gives students the prior
knowledge they need to be successful. This does not mean that students will
complete the exact same problems on Prodigy or the choice menu, but
merely that they have been exposed to the format with a different set of
problems. This ensures that they know what they're supposed to do to get
to work right away.
• Choice
o Another way that I ensure positive behavior during the lesson is by
providing students with choice. At the beginning of the school year, I give
students an interest survey to learn their learning styles and interests. I
then apply this to our activities in class. It's easy for behavior issues to
arise when students are disengaged and disinterested in an activity.
However, by providing activities with choices tailored to interests,
students become engaged and excited to learn. Thus, relieving any behavior
management issues.
• Too Challenging or Not Challenging Enough
o The final way behavior management issues may arise through activities
being too difficult or not challenging enough, especially on independent
activities. Through differentiating instruction, students are engaged
because their learning experiences are on their level. Through pre-
assessments, I can see what problems to discuss during small groups to help
students reach their fullest potential. Through automatic differentiation on
 Prodigy, students are automatically given problems that are challenging and
on their level. By incorporating different levels of understanding on choice
menu activities, students can select an activity that meets their interests
and is also on their level. Overall, many behavior management issues may
arise in the classroom. However, through careful planning, teachers can
influence positive behavior in the classroom and provide effective
instruction.

Technology:
• Google Forms
o Technology is utilized in a variety of ways throughout my lesson. First,
technology is used during the pre-assessment and post-assessment
through a Google Form. Google Forms are a student and teacher-
friendly platform that allows teachers to data track and instantly
assess student knowledge. Through looking at charts of data and
student responses, I can instantly assess my students’ prior
knowledge, readiness, growth, misconceptions, and challenges faced
with a mathematical concept.
• Digital Manipulatives from the Math Learning Center
o The Math Learning Center apps are another technology component
utilized throughout the lesson. The Math Learning Center has a
fraction and number line apps that offer students digital
manipulatives to help give them a visual and more concrete
understanding of the math concepts we’re exploring. Since they’re
interactive, students can manipulate fraction area models and
number lines to help them make sense of adding and subtracting
fractions.
• Prodigy
o Prodigy is another app used throughout the lesson. Prodigy is a game,
similar to a video game that students might play at home. Students
can create their own avatar, can compete or “battle” with their
classmates, and travel to different worlds, all while engaging in math
concepts that are on their level. To cast a spell during a battle,
students are required to complete a math problem. The math
problem is differentiated to meet their needs, and teachers can
assign topics for students to be working on. During this lesson,
students are engaging with questions about fractions that are on
their level. Therefore, gifted learners can be challenged on their level,
while others in the classroom can receive problems that are on their
level as well. This engaging tool allows all students to participate in an
engaging game differentiated to meet their needs.

Assessments
• Pre-Assessment: Google Form
o For this lesson, I used a Google Form to pre-assess students’ knowledge of
adding and subtracting fractions. On this pre-assessment are four-word
 problems. Two problems cover adding fractions, and two problems cover
subtracting fractions. Students are required to draw a model on a
separate sheet, write an equation, and solve the problem. The learning
targets require them to display their understanding of adding and
subtracting fractions through visual models and equations. Therefore, the
pre-assessment includes both of these in solving problems. This pre-
assessment shows knowledge of solving an addition or subtraction fraction
problem, but it also shows why the solution makes sense to them by creating
a visual model and an equation.
• Exit Ticket: Google Form
o For this lesson, I used a Google Form to assess students’ knowledge of
adding and subtracting fractions at the end of the lesson. This exit ticket is
almost identical to the pre-assessment. On this exit ticket are four-word
problems. Two problems cover adding fractions, and two problems cover
subtracting fractions. Students are required to draw a model on a
separate sheet, write an equation, and solve the problem. The learning
targets require them to display their understanding of adding and
subtracting fractions through visual models and equations. Therefore, the
exit ticket includes both of these in solving problems. This exit ticket shows
knowledge of solving an addition or subtraction fraction problem, but it also
shows why the solution makes sense to them by creating a visual model and
an equation. Since this is only the first-day students are completing this
topic, we will continue touching on this topic throughout the week.
Therefore, their summative assessment on this topic will be completed at
the end of the week.

Reflection:
• In creating this lesson plan, I had a lot of fun! Going into my second year of
teaching, I've reflected on my first year of teaching a lot, and there are many
different ways I want to switch up my classroom for next year. Between doing
professional development on my own and learning lots of new strategies in
grad school classes, I enjoyed connecting previous strategies from last year
and connecting them to new ideas I've learned this summer. Even in our short
time in this course, I've learned a lot that I'm eager to apply to my classroom
this year. Therefore, my strength throughout this process was my excitement
for connecting my ideas to new strategies and put them into practice.
• My weakness was definitely the depth we had to go into with this process. As
an educator, I automatically take into consideration everything that was in the
lesson plan. Things like lesson rationale, behavior management considerations,
technology, instructional strategies, and modifications are all things I consider
every time I create a lesson. It's become so apart of who I am as an educator
that it was a struggle to write out everything step by step. However, I think it
was an excellent opportunity to reflect on why I choose to create the
instruction that I do and the rationale behind it. Overall, although it was
challenging at times, I thoroughly enjoyed creating this lesson.