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Kari Dear

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:

Select and use mediums and processes that communicate


intended meaning in their art works, and exhibit
competence in at least two mediums (a)

Use the computer and electronic media to express their


visual ideas and demonstrate a variety of approaches to
artistic creation (b)

Areas of Child Development:


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.

Producers and Activities:


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.

They will be assessed on completeness and correctness.


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.

Picture shows great


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

Does not act


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.