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Lesson Plan 1

Fractions: Subtraction

Mathematics, 60 minutes

Materials needed:

Technology

Candy Bars

Pencil Pen

Smart board

Software

Preparation:

Get all the materials ready ahead of time.

Have the Technology available and ready.

Have candy bars ready.

Prepare the opening problem on the SMART board.

Grade Level: 5

Standards:

Common Core- Standards for Mathematical Practices #1

Mathematical Practices

1. Make sense of problems and persevere in solving them.

Number & OperationsFractions

5.NF

Use equivalent fractions as a strategy to add and subtract fractions.

2. Solve word problems involving addition and subtraction of fractions referring to the

same whole, including cases of unlike denominators, e.g., by using visual fraction models

or equations to represent the problem. Use benchmark fractions and number sense of

fractions to estimate mentally and assess the reasonableness of answers. For example,

recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Art Standard:

2. Students will know and use a variety of visual arts materials, techniques, and

processes. Students will know about resources and opportunities for participation in

visual arts in the community (exhibitions, libraries, museums, galleries) and use

appropriate materials (art reproductions, slides, print materials, electronic media).

Students will be aware of vocational options available in the visual arts.

Students:

intended meaning in their art works, and exhibit

competence in at least two mediums (a)

visual ideas and demonstrate a variety of approaches to

artistic creation (b)

Cognitive development is supported because the children learn to break down a real life

problem, and subtract fractions to come to an answer.

Linguistic development is supported because children must explain their thinking about

subtracting fractions to the teacher and to one another.

Social development is supported because children must work together and must ensure

that their classmates understand their ideas about subtracting fractions.

Blooms Taxonomy:

Comprehension is shown when the student explains or describes their way of solving the

solution to the subtraction problem.

Application is shown through the students process of solving the word problems and

creating their own solution for the presentation.

Knowledge is shown when the student draws the picture way of solving the problem,

drawing from real life experiences.

Enduring Understanding:

Fractions are a part of everyday life, and the mathematical process of subtracting

fractions can be seen in real life situations.

Essential Questions:

How do we subtract fractions in our everyday lives? (Wiggins & McTighe, 2005)

Prior Knowledge:

Students will already know how to simply fractions.

They will understand what fractions represent in a geometric sense.

Objectives:

Students will be able to explain how we subtract fractions in real life events, through a

word problem.

Students will be able to solve a math word problem that involves subtracting fractions

with unlike denominators.

Students will be able to show or prove through picture and written description how to

subtract fractions to solve a real life scenario.

Body of lesson:

Anticipatory set:

Students will be given chocolate bars on their desk. To help them see and visualize the

problem they will be able to use the chocolate bars to show their understanding of the

world problem. But to receive a chocolate bar, each student must tell me one fact they

have learned from last class about fractions. The chocolate is used to spark interest,

connect to the word problem and motivate children to want to learn and solve the

problem.

Kelsey has 3/5 of a chocolate bar. Kelsey wants to give some of her chocolate bar to

Janelle. What fraction of her chocolate bar should Kelsey give Janelle so that Kelsey will

be left with of the original chocolate bar?

a. Draw pictures to help you solve this problem. Explain why your answer is correct.

b. In solving this problem, how do 3/5 and appear in different forms?

c. What are the different wholes associated with the fraction in this problem? In

other words, for each fraction in this problem and its solution, what is the fraction

of?

Students will work to solve the problem in a way that makes sense to them. When a

group finishes I will come around and check their work. I will make observations on the

checklist.

Estimated time: 10 minutes

After they will be asked to work together to create a presentation of their problems

solution with technology. Students will use screencast-o-matic to present the

solution to their peers! Students will then upload their presentations to the

classroom Weebly site, so if students need to look back and study a solution they

can. Or if a student is sick they are able to review and learn through students

presentations.

Children will be motivated and excited to present their ideas, and work to the classroom.

Estimated time: 20 minutes

I will then go through and show them how I would best solve these problem questions on

the SMART board, and compare and contrast the classrooms ways of solving the

solution.

Estimated time: 15 minutes

Misconceptions

When giving instruction be sure to thoroughly show that two fractions are or are not

equal to avoid any confusion error pattern A-F-3 (Ashlock, 2010, 81)

Differentiation of instruction

Since students are encouraged to solve in whatever way makes sense to them,

differentiation is built to this lesson design. Students will choose their preferred method.

During direct instruction, making appropriate technologies and or materials available to

them will make accommodations for students who have hearing or vision difficulties.

Students with IEPs will receive individual help to ensure that their goals are being met.

Assessment and Evaluation:

For assessment I will ask the students to solve this problem on their own:

Time given: 15 minutes

Ken ordered of a ton of gravel. Ken wants of his gravel delivered now and

delivered later. What fraction of a ton of gravel should ken get delivered now?

a) Draw pictures to help you solve this problem. Explain why your answer is

correct.

1

2

3

Not completed

Does not answer the Answers Questions

questions correctly

correctly

No explanation

given

Explanation leads to

incorrect answer

No picture given

Picture was

attempted but not

correct

Explanation

includes some

unclear or

ambiguous steps

that may or may not

lead to correct

answer

Picture shows

understanding of

subtraction of

fractions, but the

answer is not correct

4

Answers Questions

correctly and shows

great effort

Explanation leads to

correct answer when

followed correctly,

and shows great

effort.

understanding, with

a correct answer as

a result

All students need to score a 3 or above to shown that the lesson was successful.

The word problem answer will show that all of the lesson objectives were met if

answered to a 3 or above.

Informal Assessment:

Students will get a check next to their name for all of the following they show in their

group work.

Student checklist

Student

Respectful

Name:

Critical

thinking is

shown

Ability to

verbally

explain their

groups work

out or

distract

group

member

Plays an

active role in

the group

Closure:

Students will need to create their own story problem related to the ideas learned in class,

they have time to do so in class, but they can complete or finish for homework. As they

are working they are able to eat their candy bars from the lesson.

*This is a way to incorporate childrens literature learning while showing their new

learned math skills.

Resources:

Ashlock, R. B. (2010). Error patterns in computation: using error patterns to

help each student learn (10th ed.). Boston: Allyn & Bacon.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded

2nd ed.). Alexandria, VA: Association for Supervision and Curriculum

Development.

Marzano, R. J. (2001). Designing a new taxonomy of educational objectives.

Thousand Oaks, Calif.: Corwin Press.

Beckmann, S. (2008). Mathematics for elementary teachers (2. ed.). Boston:

Pearson.

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