UMF Unit-Wide Lesson Plan Template

Name: Program: Special Education Course: 460

Mya Daniels
Lesson Topic / Title: Reviewing Addition and Free Choice Small Group Large Group
Subtraction of Fractions with Uncommon (circle one)
Denominators
Lesson Date: 1/19/23 Lesson Length: 40 minutes Grade/Age: 7th/12 years old

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
(Write 2 objectives that are clear, attainable, measurable
and age/content appropriate. Start with “Children will”) These learning goals were created to
support students based on their IEP
(Anticipatory Set) Students will add and subtract goals. A file review was conducted
fractions with common denominators with 100% prior to the unit plan to further inform
accuracy as measured by the completion of the activity. instructional decision making.

(Anticipatory Set) Students will solve a word problem

using addition in fractions with common denominators
with 100% as measured by the completion of the activity.

(Guided Practice) Students will identify fractions with

uncommon denominators in addition or subtraction and
use multiplication to represent the equivalent fraction to
solve the problem with 50% as measured by teacher
observation.

(Independent Practice) Students will find common

factors or use multiplication to determine the common
denominator of two fractions with uncommon
denominators in order to find the sum of the fractions,
with 75% accuracy as measured by the completed
worksheet.

(Closure) Students will find common factors or use

multiplication to determine the common denominator of
two fractions with uncommon denominators in order to
find the sum of the fractions, with 100% accuracy as
measured by the completed activity.

Content Standard(s) Instructional Decisions / Reasoning

5.NF.A.1 Add and subtract fractions with unlike
denominators (including mixed numbers) by
replacing given fractions with equivalent fractions
in such a way as to produce an equivalent sum or
These standards were selected due to
the needs of the students in the
classroom as well as based on their IEP.
A file review was completed prior to
difference of fractions with like denominators. For this unit plan to further inform
example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In instructional decision making.
general, a/b + c/d = (ad + bc)/bd.)

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
-Pre-assessment - The pre-assessment was given
- Progress monitoring* before the unit began to
- Formative assessments (entry tickets, quizzes, 1 on 1 determine where the students
intervention supports) were grade-wise before
- Practice sheets introducing seventh grade
- Teacher observation content standards.
- Assessment - Progress monitoring will be
given throughout the unit to
determine the student’s
*Curriculum Based Measurements will be used to monitor learning growth; to determine
student growth of learning where the student needs
re-teaching/reinforcing
- A variety of formative
assessments will be given to
determine the student’s
growth in the unit
- Practice sheets will be given to
reinforce the lesson of the day.
- Teacher observation will be
used to determine the
material/lesson for the next
class period
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
Student Material:
- Entry ticket Student Material Instructional
- Worksheet Reasoning:
- Exit ticket - The entry will be used to
- Fraction reference papers determine where students are
- Multiplication chart within the unit plan.
- Word problem reference index card - The worksheet will be
completed after the
Teacher Materials: instructional time.
- Short demo video (need laptop, projector) - The exit ticket will be given the
- Whiteboard, whiteboard markers, eraser last 5 minutes to serve as a
check to determine where
students are within the lesson
plan. It will also serve as a
reteaching moment for the
next class period.
- Each of the reference
papers/index cards will be
 given to students to support
their growth and learning
without the need of adult
support constantly, to help
support independence.

Teacher Material Instructional

Reasoning:
- The whiteboard, whiteboard
markers, and eraser will be
used during the demonstration
to teach students how to add
or subtract using uncommon
denominators.
- The short demonstration video
will be used to differentiate the
content versus teaching it on
the board

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
(Show the plan and sequence of your lesson that is (Include questions you will ask and
connected to the objectives including; introduction, steps of vocabulary you will introduce)
activity, description of what the children are doing, closure Questions:
- Let’s look at the fractions on
Anticipatory set (12:23-12:28): adding and the board, do they have the
subtracting fractions with common denominators same denominator?
entry ticket - What is the first step to
● review how to add/subtract fractions with figuring out what the least
common denominator on whiteboard common denominator?
- Which side should I multiply
Demo/Guided(12:28-12:40): re-introducing first, the left or right?
adding and subtracting with uncommon - Now that we have two
denominators, watching video, giving 2 examples fractions with the same
(adding and subtracting), what to do in each step, denominator, what is the last
and reminders step?
Independent (12:40-1:03): addition and Vocab:
subtraction on uncommon denominators of fractions - Numerator
worksheet, going around the room to help students - Denominator
as they are working - Uncommon/unlike terms
Closure (1:03-1:08): adding and subtracting - Addition and subtraction
- Order of operations
uncommon denominators fraction exit ticket
- Least common denominator

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
- Scaffolded instruction All of these accommodations or
- Multiple means of representation modifications are requirements for the
- Modifying the length of the assignment students in this classroom per their IEP.
 - Chunking the material
- Scribe
- Fidgets
- Larger writing utensils (to support the students’
grasp of the pencil)
- Breaks as needed
- Preferential seating
- Flexible seating options (yoga balls, stability pads,
standing desks, waist height desks, tall chairs, foot
pedals, and more)
- Extended time by 2-3 class periods
- Use of visuals
- Multiplication charts
- Longer wait time to process and answer questions
- Use of notes and a study guide provided by the
teacher

Field Course Only – Post lesson

Reflection

During this lesson, I felt there were a lot of students wondering how to add and subtract uncommon
denominators, however, after this lesson I felt they comprehended how the process worked after
class. Students I felt behaviorally were feeling confused due to a prior event, however, I felt as though
I redirected as much as I could back into the content. Students did meet the learning objective with
75% accuracy. After one more class period, I feel most students will be at 80-90% accuracy with
adding and subtracting fractions with uncommon denominators. The assessment data, for example,
the exit ticket, will tell me how much of the content I will need to reteach for the next class period. It
will also indicate additional support or modifications I need to create to meet the student’s academic
needs. From this lesson, I would change the amount of questions or time I give for each part of the
lesson. The class period is short and I forgot the amount of time it takes to complete a demonstration
or independent practice. Out of all of the students in this lesson, one met the standard, while two
partially met the standard, and the other student did not meet the standard. For the next lesson, I will
do group rotations, where I will give one-on-one intervention support to students to meet their
needs.

Teaching Standards and Rationale:

There are two Common Core Teaching Standards that connect to this lesson. The first standard that
connects to this lesson is Standard 2 Learner Differences. The second standard that is met within this
lesson is Standard 4 Content Knowledge.

Standard 2 indicates that “The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that allow each learner to reach
his/her full potential.” This standard is indicating the teacher uses multiple uses of understanding in
order for students to reflect their knowledge. The teacher will use their knowledge of their students
in order to create an inclusive learning environment for all students to feel comfortable and confident
working in. The indicator that is met within this standard is indicator 2(a), “designs, adapts, and
delivers instruction to address each student’s diverse learning strengths and needs and creates
opportunities for students to demonstrate their learning in different ways.” For example, the original
independent practice worksheet, add and subtract fractions with uncommon denominators, was
twelve problems on two pages, stapled together. In order to accommodate one of our students, I
modified the length of the independent practice, so instead of 12 questions, it was now 6 questions.
The six questions were also now located on large graph paper, so the student could have more space
to write, but also limit the amount of space needed to write their answers.

Standard 4 indicates that “The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these
aspects of the discipline accessible and meaningful for learners.” This standard is aligned to have
teachers understand the content and deliver the instruction in a way that creates meaningful and
accessible learning experiences for all students. The indicator that is met within this lesson is 4 (a),
“effectively uses multiple representations and explanations that capture key ideas in the discipline,
guide learners through learning progressions, and promote each learner’s achievement of content
standards.” How this lesson met the indicator is that there were multiple means of representation
from this lesson. Students were able to watch a video projected onto the screen for part of the
demonstration. While for the second part of the demonstration, I reiterated what the video stated,
and gave examples on the board. By doing both of these methods, it is meeting visual and auditory
learning styles.