Lesson Plan

Lesson Title and Hanneke Raymond – 4th Grade Mathematics; Adding and Subtracting
Class/Duration: Fractions – 90 Minutes
Topic: Numbers and Operations
TEK(s): 4.3 Numbers and operations. The student applies mathematical process
standards to represent and generate fractions to solve problems. The
student is expected to:
(E) represent and solve addition and subtraction of fractions with
equal denominators using objects and pictorial models that build
to the number line and properties of operations.
Intstructional The student will be able to represent additions and subtraction of
Objective: fractions with equal denominators using objects and pictorial models that
build to the number line and properties of operations.
Learning Target: I can represent addition and subtraction of fractions using objects and
pictorial models.
Check for o How do you add fractions with like denominators? How do you
Understanding and subtract fractions with like denominators?
Guiding Questions: o How would I use a number line to show addition of fractions?
How would I use a number line to show subtraction of fractions?
o What does the numerator represent? What does the denominator
represent? (Problem-Focused)
o What are ways we use fractions in every day life?
Resources/ - Pencil
Materials: - Projector
- “Adding and Subtracting” BrainPop video
- Notebook Paper
- Addition and Subtraction Fraction Task Cards
- Math Volume 2 Book
- “Addition and Subtraction of Fractions” Worksheet
Anticipatory Set:  Share the learning statement with the whole class: “I can
represent addition and subtraction of fractions using objects and
pictorial models.”
 Show the “Adding and Subtracting” BrainPop video.
 Review key terms used in previous lessons.
Lesson Delivery: I will introduce my lesson by addressing the students’ learning target for
the day and have the students repeat it as a class. I will, then, show the
students the “Adding and Subtracting” BrainPop video which serves as a
refresher for the students, by recalling knowledge they have learned in
previous lessons. After watching the video, I will check for
understanding by writing certain fractions on the board where they will
need to identify the numerator and denominator as well as what they
each represent.
After breaking down the fractions, I will have students follow along as I
 demonstrate how to solve addition and subtraction of fractions problems.
They will follow along by creating their chart (What I Know, Questions,
Problem, and Solve) while I ask students to help me fill in the blanks and
solve. While working through the problem with students, I will be using
the fractions circles to model the problem we are working on. After
going over both problems, I will review how to solve for the sum or
difference of fractions then proceed to have them work in groups and
complete the task cards.
Guided Practice: Students will get into their math groups and complete the Addition and
Subtraction task cards spread around the room. Mrs. Raymond and I will
be walking around the room to check if students are comprehending each
of the problems and capable of explaining how to solve each problem.
Independent Students will complete numbers 21, 23, 25, and 27 on page 578 of their
Practice: Volume 2 book. Students will need to get it checked by either Ms.
Apellido or Mrs. Raymond. If there are certain problems that majority of
the students are having trouble completing, I will go over the problem
with the class.
Closure: After students have completed their independent practice, and I
explained certain problems students had difficulty with, I will display
problem 1 on the “Addition and Subtraction” worksheet I created. As a
class, we will go through the entire problem step-by-step and this will
give students an opportunity to explain the steps and ask questions as we
move along. To the best of my ability, I will explain, or demonstrate, for
better comprehension of the problem.
Assessment: After going over problem 1 on the “Addition and Subtraction”
worksheet, students will be instructed to complete the last two questions
of the worksheet on their own. There will be given space, on the
worksheet, for students to show their work, as well as a line to create a
number line showing how to solve the specific word problem.