Name: Victoria MacDonald

Grade Level
Being Taught: 5

Subject/Content:
Math/Fractions/Preview
Lesson

Group
Size:
Small
Group

Date of Lesson:
2/8/16

Lesson Content
What Standards
(national or state)
relate to this lesson?
(You should include
ALL applicable
standards. Rarely do
teachers use just one:
theyd never get
through them all.)

MAFS.5.NF.1.1: 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. For example,
2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad +
bc)/bd.)
MAFS.5.NF.1.2: 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.
^^ Not sure about this standard, but I feel as though students are
working towards this goal by using the estimation and benchmark
principle.

Objectives- What are

you teaching?
Students will be able to estimate relative answers to use as a guide
(Student-centered:
for correct answers.
What will students
know and be able to
Students will be able to subtract mixed numbers by finding a
do after this lesson?
common denominator.
Include the ABCDs of
objectives: action,
behavior, condition,
and degree of mastery,

i.e., "C: Given a

sentence written in the
past or present tense,
A: the student B: will
be able to re-write the
sentence in future
tense D: with no errors
in tense or tense
contradiction (i.e., I will
see her yesterday.)."
Note: Degree of
mastery does not
need to be a
percentage.)
Evaluation Plan- How
will you know
students have
mastered your
objectives?
Address the following:
What formative
evidence will you use
to document student
learning during this
lesson?
What summative
evidence will you
collect, either during
this lesson or in
upcoming lessons?

Formative: Students will be able to answer questions such

as: What would you do next to figure out the answer? How do
you feel about you feel about your answers? Thumbs up, sideways, or down on how you are feeling about these problems
and lesson?
Summative: I will collect students work to gather evidence on
how well they understood and were able to complete math
problems.

Lesson Implementation
Step-by-Step Plan
(What exactly do you
plan to do in teaching
this lesson? Be
thorough. Act as if you

Time

Who is
responsi
ble
(Teacher
or

Each content area may require a different

step-by-step format. Use whichever plan is
appropriate for the content taught in this
lesson. For example, in science, you would

needed a substitute to
carry out the lesson for
you.)
Where applicable, be
sure to address the
following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the
students do?
What student data
will be collected during
each phase?
What are other adults
in the room doing?
How are they
supporting students
learning?
What model of coteaching are you
using?

Student
s)?

1
min

57min
s

detail the 5 Es here (Engage/Encountering the

Idea; Exploring the Idea;
Explanation/Organizing the Idea;
Extend/Applying the Idea; Evaluation).

1. Call students back: Brianna, Chris and

Jasmine. Bring pencils!
2. Hand out scratch sheets of paper. Keep extra
close by.
3. Tell students we are going to work on finding
the difference between two mixed numbers.
What does difference mean in math? What
are mixed numbers? What are the parts of
fractions? (Denominator and numerator)
4. We are going to start the problem by
estimating what the difference would be. Why
do we estimate in math before problems?
How do you use it? How do you feel about
estimating? Explain that I estimate my bills
every month, when I go shopping for food,
when I go out with friends how much money I
can spend. While in math it may seem
unimportant, it is a math lesson that is
applicable in a real world setting.
5. Keep in mind we are going to start out by
estimating. Write out example problem on the
board. What numbers should we use to help
us estimate? What numbers to you use as
benchmarks to help estimate fractions?
(0,,1)
6. Come to a conclusion on an estimation
number.
7. Work on finding the next step in solving the
problem. Ask students what they think they
should do next.
8. Find the common denominator. Multiplication.
Can we find the difference between these
numbers now? Why not?
9. Rename if needed (change numbers around
so they can be subtracted).

7-10
mins

10. Subtract and remind to check answer with the

estimated number. Does the answer make
sense?
11. Is this in its simplest form?
12. Pass out worksheet to students. You can
review the process of finding the answer again
if you need to, but go ahead and start on the
problems when you are ready.
13. Make sure you are finding the estimated
numbers and working out the problem on the
scratch paper. Fill out the blanks on the
worksheet also.
14. I will be collecting your scratch paper so
please keep it orderly and number your
problems.
15. Help students work through problems when
needed.
16. At end of work time collect scratch paper and
ask students how they felt about their work
and how comfortable they feel with the
problems ( rate on scale used in class 4, 3, 2,
or 1).
17. Send students back to their desks with the
worksheet for reference.

1
min
Meeting your
students needs as
people and as
learners

If applicable, how does this lesson connect to the interests and

cultural backgrounds of your students?

Differentiation
based on the needs
of your students how
will you take
individual and group
learning differences
into account.

This lesson is built for students who struggle with math. They are
getting to see and work the new math material and get a more
focused one-on-three help before the main math lesson.
One of the students is hard of hearing therefore I will make sure I will
not talk with my back turned but towards the students. I will make
sure that student will have their turn to talk because they have a shy
personality.

Relevant
Psychological
Theories and
research taken in
consideration when
planning this lesson