Carlos Velez-Osorio Subtracting Fraction Date: 1/18/2024

Title of the Lesson & Grade Level - Subtracting Fractions - Session 2 (Develop) 5th Grade

Lesson Essential Question: How can we subtract fractions with unlike denominators?

Standards:
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 difference of fractions with like denominators.

5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators.

Learning Objectives and Assessments:

➔ Given two fractions with unlike denominators, write equivalent fractions with a common
denominator.
➔ Use visual models or equations to represent subtraction of fraction
➔ Use equivalent fractions to subtract fractions and mixed numbers with unlike
denominators.

Assessments:
Students will complete a True or False Equation Card worksheet to check understanding
in subtracting fractions with unlike denominators.
Students will complete pre-assigned task cards around the room to solve subtracting
fractions with unlike denominators.
Students will complete Lesson 13 Session 2 green pages for homework and will take the
Lesson 13 Quiz on Friday.

Materials
● Chromebooks ● Pencils
● Clip Boards ● Math Folders
● Worksheets ● Projector
○ Task Cards ● Computer
○ True or False Equations ● Math Notebook
○ Lesson 13 Fluency ● Expo Markers

Pre-lesson assignments and/or prior knowledge:

Students spent last week exploring how to add fractions with unlike denominators.
They’ve used multiples of whole numbers to find equivalent fractions to help them add fractions
with unlike denominators. They’ve also found a common multiple by multiplying the two
denominators together to find a common denominator.
Earlier this week, they’ve been developing their skills in subtracting fractions with unlike
denominators. They’ll use their previous work to solve more subtraction problems in today's
lesson.

Lesson Beginning:
The do now problem (number sense) will be on the screen for students to determine what
parts of the fractions are the same or different. There are many possible solutions to this, thus I
am looking for students to present a reason for either of the answers. The goal is to elicit student
understanding of equivalent fractions.

Then I will present the Try it Problem for us to read and highlight. Students will offer
their feedback on what they need to do to solve it and ways they could solve it. Then students
will attempt on their own to solve using any strategy.

I will review the problem and highlight the problem they may have encountered when
solving the problem. I will highlight the strategy a student used to solve it and then review the
book's strategy on solving the problem. The book presents a fraction bar (picture model) and a
number line. I will highlight how the book uses these strategies before diving into the math
rotations.

Instructional Plan:
Students were placed into groups to begin the week and will work in them throughout the
week. I will introduce the four stations and explain each one. Students will work in two out of
the four stationst today, then the other two tomorrow. Below are the four stations and what the
students will be working on:

Teacher Station: True or False Equations -

I will introduce the True or False Equation worksheet. I will model to the students how to
solve them and prove if they are true or false. If true, students will place them into the true pile,
and if false, they will correct it before placing it into the pile. Students will complete the True or
False Equation worksheet to determine if the given equation is correct or incorrect. If it is
incorrect, the students will need to find the correct difference for the equation. All work is shown
for each equation and they are working with their group to complete the task. The worksheets are
differentiated based on their group from the iReady Math Centers (Below Grade Level, On
Grade Level, Above Grade Level).
Task Cards Carnival -
There are 21 task cards placed around half the classroom (the opposite side of the teacher
station. Students in the pink and orange group will work on them after meeting with me. Each
group has highlighted task cards to complete, identified with a highlighted circle of their group
color. They are required to finish the 10 I choose, then are free to pick any other when they finish
early. The task cards are differentiated for my ESL learner and student with an IEP.

Computer Station
Students at the computer will complete their iReady flight first (improving their fluency
facts in addition, subtraction, multiplication, division). After they finish the daily goal, they are
to complete an iReady math lesson. Students who have completed their weekly path lesson may
play Prodigy. Prodigy, a math rpg game, has been tailored this week to review adding and
subtracting fractions with unlike denominators.

iReady Fluency Worksheet

the iReady Fluency worksheet focuses on subtracting fractions with unlike denominators.
This will help plan my lessons with the groups I meet tomorrow as I assess any misconceptions
or mistakes. I will tailor the learning toward these and if there are none, I can use the above
grade level to differentiate my group of learners.

Differentiation:
The groupings of students are heterogenous, meaning students of all levels are united.
The worksheets are tailored to their math level and if assistance is needed they may work
together to solve it. Students are always encouraged to ask each other for help before asking the
teacher.
One of my ESL students is paired up with other students who speak their native language
as an additional support if needed. She may use her Ipad during any moment to aid her
translation (if needed).
The student with an IEP has his worksheet tailored to meet his educational needs. The
student with an 504 is working toward the front of the classroom to remain focused and will be
checked in by me to ensure understanding.
If there are early finishers, each task has extra work to supplement the learner.

Classroom Management:
The teacher station will require me to start and engage students in the task. Once
explained, the students in the group will be tasked to find the false equations and correct them.
Once started, I can monitor other groups and help as needed. I will visit my teacher station at the
two minute warning to debrief.
Transitions:
Students will transition to the stations once their group color has been called. When the
timer goes off in 15 minutes (repeated beeping) the students must transition to the next station.
There are two minute and one minute warning before the end of the station. This helps
students to prepare for the transition and wrapping up. Some students use this time to begin
transitioning.

Closure:
I will debrief with the students at the teacher station and check in for understanding. If
there are any questions or concerns, I will ask the students to share. I will ask students to rate
their confidence in subtracting fractions with a thumbs up, thumbs middle, thumbs down.