Name/Grade Level/Content : / 5th Grade / Math

1. What is the objective (content, language function, task/product)?

I can add and subtract unlike fractions in a real world problem and explain my answer by writing
an “If, Then, Because” statement.

2. Which content standards are being assessed? Please add the language of the standard. We
won’t know if you just put a number.

AR.Math.Content.5.NF.A.1
- Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators
For example: Use visual fraction models or equations to represent the problem.

3.
The ELP Standards can further attune our understanding of how language is used on
particular academic tasks. Below, highlight the related ELP Standards.

Modality Content Area Practices Standards for Language Features

Receptive ELP 1 - Negotiate input for meaning ELP 8 - Vocabulary in context

ELP 3 - Output

ELP 4 - Argumentation
Productive
ELP 7 - Audience, task, and
ELP 9 ELP 10
purpose
Clear and coherent Accurate language
speech and text use
ELP 2 - Discourse

Interactive ELP 5 - Research

ELP 6 - Counterclaims

4. Explain how the task relates to the selected ELP standards.

ELP 3 (Output) - This standard asks the student to speak or write about grade level complex texts and
topics. This task aligns with this standard because the product requires that the student writes an
explanation of the process required to complete a real world fraction addition and/or subtraction
problem.

ELP 8 (Vocabulary in context) - To complete this task, a student must have a solid understanding of
fraction vocabulary to be able to write their if, then, because statement.

ELP 9 (Clear and coherent speech and text) - To be able to justify their answer, students must have the
ability to use clear and coherent grade appropriate speech and text.
ELP 10 (Accurate language use) - To write their justification statement, the students must use accurate
language.

5. Do the task at grade level. Script out an ideal student response.

Solve the following problem and justify your answer using the rubric:

At the farmers' market, Molly bought 5/6 of a pound of string beans and 1/3 of a pound of lima beans.
How many more pounds of string beans did Molly purchase?

Step 1: Write the problem.

Because the problem include the words “how many more”, we know this is a subtraction problem.

5/6 - 1/3 = ?

Step 2: Find the Least Common Denominator (LCD) of 6 and 3.

Multiples of 6: 6, 12, 18, 24

Multiples of 3: 3, 6, 9, 12

The LCD of 6 and 3 is 6, which means my new problem should have 6 as the denominators.

Step 3: Rewrite the problem by creating equivalent fractions from the LCD.
1
__ x 2 = __
2
3 x 2 = 6

Step 4: Solve the problem.

5
__ - 2
__ = 3
__
6 6 = 6

Step 5: Simplify your answer.

3/6 is not simplified so we have to find the Greatest Common Factor (GCF) of 3 and 6.

Factors of 3: 1 , 3
Factors of 6: 1, 2, 3, 6

The GCF of 3 and 6 is 3, so you must divide 3/6 by 3.

3 divided by 3 is 1
6 divided by 3 is 2

So 3/6 simplified is ½.

Step 6: Explain your answer using an “If, Then, Because” statement.

If Molly bought ⅚ of a pound of string beans and ⅓ of a pound of lima beans,

Then she purchased ½ of a pound more of string beans,
Because ⅓ is equivalent to 2/6, ⅚ minus 2/6 equals 3/6, and 3/6 divided by 3 is simplified to ½.

6. What is the primary language function students need for the task? Choose one.
❏ Communicate needs, preferences, and emotions
❏ Draw conclusions and make inferences
❏ Classify
❏ Compare/contrast
❏ Describe, explain and elaborate
❏ Proposition Support
❏ Sequence of events or processes
❏ Express cause/effect
❏ Question Conjecture

7. Bricks: Refer to the grade-level task you 8. Mortar: Refer to the selected language
scripted in #5. What are the content words that function in #6. What are the academic
students will need for the task? language patterns that students will need for
the task?
Fraction
Add Beginner
Subtract
Equal If Molly bought ___ of a pound of string beans and
Equivalent ___ of a pound of lima beans,
Pound Then she purchased ___ of a pound more of string
Least beans,
Common Because ___ is equivalent to ___, ___ minus ____
Denominator equals ___, and ____ divided by ____ is simplified
Numerator to ____..
Multiples
Solve
Greatest Intermediate
Factor
Multiply If Molly bought ________________________,
Divide Then she purchased ___________________,
Simplify Because ______________________________.
Justify

Advanced

If ______________________________________,
Then ___________________________________,
Because ________________________________.

Thinking about Instruction

Bricks
How will I teach the topic specific vocabulary?
Vocabulary will be introduced and recorded in our math notebooks throughout each lesson leading up to
mastery.

For each vocabulary word, students will write the word, identify the subject it is related to, explain the
meaning in their own words, and draw a picture or example problem that represents the term.

Many of these bricks are building on what we have learned throughout their entire fraction until, which
has been leading up to this lesson, adding and subtracting fractions. We have already covered the
following lesson topics and vocabulary prior to this lesson:
- Justifying Your Answer (Justify, Solve, If, Then, Because)
- Fraction Basics (Fraction, Numerator, Denominator)
- Equivalent Fractions (Equal, Equivalent, Divide, Greatest Common Factor, Factor)
- Simplifying Fractions (Simplify, Divide, Reduce)
- Multiplying Fractions (Multiply)
- Add and Subtract Like Fractions (Add, Subtract)
- Adding and Subtracting Unlike Fractions (Least Common Denominator, Multiples)

Mortar
How will I teach the functional language needed to complete the product?
Remember that mortar can be presented in language frames, sentence starters or writing templates.

The main tool I will be using to teach functional language are language frames. We use the specific
language frame “If, Then, Because” throughout the entire year when justifying our answer. This specific
language frame is taught during the first few weeks of school and practiced weekly. To teach and
practice with the students, we use a writing template to help them craft their answers. There are anchor
charts that explain the process of justification on my classroom walls, as well as other vocabulary
content from the past. The language frames will also be available to each specific student based on
their level of need (beginner, intermediate, or advanced) and they will be able to use them whenever they
need them.

Lesson Sequence
Gradual Release of Responsibility: You can vary the instructional sequence of the phases of GRR throughout your
lesson. In the components of the lesson sequence explicitly describe how you will make the content comprehensible,
what you and the students are doing in each component, including the scaffolds you will put in place. This should be
the longest section of your TA where you describe your lesson plan.

● Focus lesson (I do it)

● Guided instruction (We do it together)
● Collaborative work (You do it together)
● Independent (You do it alone)

Before this specific lesson, the students have already learned adding and subtracting like and unlike
fractions, as well as how to simplify their answer. The overall goal of this lesson is to solve problems
correctly and then use the “If, Then, Because” statement to justify the answer correctly.

Focus Lesson (I do it)

1. I will start with an introductory discussion on the importance of adding and subtracting fractions
in the real world and how often it is used to help us in our daily lives.
 2. Next, I will introduce the first addition or subtraction of fractions word problem on my SmartBoard
so the students can see it. I will read the problem allowed and discuss with them times they have
been in the same situation to capture their attention. The problem will read “Nico made some
chili with 7/12 of a can of black beans and 2/3 of a can of pinto beans. How many cans of beans
did Nico use in all?”
3. I will then tell the students to get out their writing template that they have used throughout the
year when helping them to solve and then justify their answer. I will tell the students that I will be
modeling the first problem for them, but they will need to follow along because they will be
working with their classmates and on their own on future problems.
4. I begin by modeling how to solve the problem by going through each of the steps they learned in
their previous lesson. After finding the answer, I again model how to justify the answer using the
“If, Then, Because” language frame template that they are used to using and have at their desks.

Guided Instruction (We do it together)

5. For the next part of the lesson, I will be leading the class as a whole to complete another
problem. I will post the new question on the SmartBoard and then pass out new writing templates
as they think about the problem to themselves.
6. Once each student has received their second template, I will lead the class in discussion over
the question itself. We will decide if it is an addition or subtraction based on the questions
wording as a class, and then I will allow the students a few moments to look over the problem
themselves to come up with a possible solution route.
7. I will then begin solving the problem on the board with the class as whole, allowing them to lead
me step by step until we reach the final answer.
8. Next, I will give them another moment to look over the “If, Then, Because” language frame and
contemplate how they would answer the problem. Then I will begin again, allowing the students
to lead the discussion as to how to complete the justification of the problem.

Collaborative Work (You do it together)

9. The next part of the lesson will be a talk routine. I will be using the talk routine my students enjoy
the most, “Think, Pair, Share.” They have verbally explained to me that they are the most
comfortable with this routine because it simply allows them more time to think to themselves
about the problem and then gradually become confident enough with themselves to share with
the whole group. I will post the problem on the SmartBoard and begin the talk routine timer,
which is set at 3 minutes per round.
a. Think - The students will work by themselves to solve the problem and then begin
working on the justification statement using the writing template and sentence frames.
b. Pair - The students will use my set pairing system to find their partner. Once they have
found their partner, they will use the next 3 minutes to discuss their individual answers
with each other and then work together to justify their answer by discussing the “If, Then,
Because” statements allowed and how they could make them the most comprehensive.
c. Share - The students will then use my set pairing system again to find their next group.
Each group of 2 will be paired with another group of 2, making each group a total of 4
students. The students will be given 3 minutes to discuss their answers and work on
finalizing their justification statement. I will be circling the room to ensure that all students
are working and are given a chance to talk in each group. We have set norms previously
in class on how to work within a group respectfully, such as giving everyone the same
amount of time to talk and allowing everyone’s input. Once the 3 minutes are up, the
students will present their group justification statements to the class.
Independent (You do it alone)

10. During the next stage of the lesson, I will allow the students to work on their own to practice. I will
post another problem on the board and give each student another template. I will tell the
students that they will need to solve the problem and justify their answer on their own. Once they
are done, they will need to bring me their answers so we can discuss it together.
11. The last part is dependent on whether the student gets the right answer or not. If they do, then I
will allow them to move on to their graded exit ticket on their own. Students who did not solve or
justify their answer correctly will be put in a small group with me to clear up any misconceptions
and practice another problem. I will remodel the lesson as many times as needed based on the
students specific needs (We do). Once I feel that each student is ready to move on, they will also
be given the exit ticket.

“If, Then, Because” Graphic Organizer Template

 Exit Ticket / Common Formative Assessment (Advanced)

Rubric: Cut and paste rubric for your task/product into the section below

1 Point 1 Point 3 Points

Solve the problem and Correctly answer the Justify correctly using
show your work. question. (Don’t forget to If (1 point), Then (1
label) point), and Because (1
point).