Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

5.3.H Represent and solve addition and subtraction of fractions By the end of the lesson, students will solve problems
with unequal denominators referring to the same whole using that involve adding and subtracting unlike fractions
objects and pictorial models and properties of operations without using the calculator.
Specific Measureable Attainable Relevant _Time
Grade: 5th Subject: Math

Task Analysis: (C4) What lang. must be taught: Fractions, equivalent Strategy to teach Language: (C4)
fraction, common
What skills must be taught: denominator Breaking down the lesson into a sequence
Think creatively, work creatively with others and communicate clearly. of steps to follow to solve any problem.

Assessment: (C5)
Formative Assessment: After the lesson, I will ask my student to answer a short online quiz to know how well they understood the lesson.
Summative Assessment: I will do an end-of-chapter test to assess my students’ progress.

Strategies for Success: (C6) Element of Technology: (C6)

Analyzing and evaluating their own ideas in order to improve their Computer
creative efforts. Develop and communicate new ideas to others Projector
effectively.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Watching a movie about adding and subtracting fractions - Computer & Projector
- Index Cards
Auditory – - Scissors
Listen to the teacher’s lesson and instruction
- 2 small containers
Kinesethic –
- Pencils & papers
Doing the planned activity

Higher Order Questions to ask: (C6)

1. What strategies would you use to solve multi-step word problems involving fractions?

2. How to add three or more fractions with unlike denominators?

3. How to write equivalent fraction?

Hook: (C7) Closure: (C7)

Math Ball At the end of the unit, along with a test, the students
will create a 3-2-1 Bridge about adding fractions with
unlike denominators. This will help to determine if there
is an understanding of what they are doing and why.
 1. Teacher Input / Direct Instruction / Modeling: (C6)

I will start introducing my lesson in adding and subtracting fractions with unlike denominators, and activate student knowledge
by beginning this lesson with the question: What's the easiest way to find a common denominator of two fractions? Give
students time to discuss this information with a partner, then I will start teaching and demonstrating how to add the fractions
using the steps by providing 3 simple steps. To Deepen my students' understanding of the topic, I will show them a movie
about adding and subtracting fractions.

2. Student Activities / Guided Practice: (C6)

I will pass out an index card to each student and have them fold the cards in half. Each student should write a problem that involves either
adding or subtracting fractions with unlike denominators, placing the answer portion of the equation on the second half of the index card.
Have students cut their index cards in half so the problem and answer to their equation are now on two separate pieces. Collect all the index
card pieces from students, keep the problems in one container and the answers in another, then divide the class in half, half of them will get
the problem and the other half will get the answer. After that, the students will try to find the matching half of their equation

3. Independent Practice: (C6)

Given a certain problem, each student will collaborate with a peer to talk about how to work the problem and go over the
steps making sure they are following each step. As a result, they will demonstrate the ability to work effectively and
respectfully with diverse teams.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Accommodation: I can give my students with IEP some
extra time to solve the problems and stay one-on-one
or in small group to give them the instruction
Modification: I can reduce the complexity of the
activity by giving them simple fractions to solve.
Promote oral interaction and extended academic
discussion: I will have my ELL students speak with other
students in small groups or with a partner during whole
class discussions. This may make them feel more
comfortable trying out new vocabulary without the
anxiety of speaking in front of the whole class.

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: The student will understand how to add and subtracting fractions with unlike denominators.
Rigor

OPENING:
Retrieval Start the lesson by refreshing my students by asking them a question they already knew and related to the
lesson so they can make connections.

TEACHER INPUT:
Relevance Students will watch a movie on adding and subtracting unlike denominator.

MODEL:
Routing Giving all the instructions needed to solve any problem by breaking down the process into steps easy to follow
to get the correct answer.

GUIDED PRACTICE:
Retaining / Rehearsing

Students will do an activity using the index cards to apply what they have learned.

INDEPENDENT PRACTICE:
Given a certain problem, each student will collaborate with a peer to talk about how to work the problem and go over the steps
making sure they are following each step. As a result, they will demonstrate the ability to work effectively and respectfully with
diverse teams

CHECK FOR UNDERSTANDING:

Recognizing
By asking the high order questions: How to add three or more fractions with unlike denominators?

ASSESSMENT:
After the lesson, I will ask my student to answer a short online quiz to know how well they understood the lesson.

RESOURCES / MATERIALS:
Computer & Projector/ Index Cards/ Scissors/ 2 small containers/ Pencils & papers

CLOSURE:
Re-exposure
At the end of the unit, along with a test, the students will create a 3-2-1 Bridge about adding fractions with unlike
denominators. This will help to determine if there is an understanding of what they are doing and why.