Lesson Plan Template

Name: Carolyn Roselli Grade: 5th

Lesson Adding Fractions Date: 2020

Title:
GPS/GSE Standard(s):
Use equivalent fractions as a strategy to add and subtract fractions.MGSE5.NF.1 Add and subtract
fractions and mixed numbers with unlike denominators by finding a

common denominator and equivalent fractions to produce like denominators.

MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, 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.

Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):

Learning - Focus Strategies

Essential
Question(s) - How often in our everyday lives do we add fractions without even realizing it?
1-3 BIG ideas! How
can these questions
be used to guide
your instruction?

Central - Evaluate fraction addition sentences

Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Academic Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
Language scaffolding (support) depending on the needs of the students.)
What is the key - Demonstrating
language demand? Language Functions (Identify the purpose for which the language is being used, with
What Academic attention to goal and audience- the one verb from the standard; ex. demonstrates.)
Language will you
teach or develop? - Evaluate
What is the key
Language Vocabulary (Identify key words specific to the content area derived from
vocabulary and/or the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
symbols? What settings, descriptions, dialogue, stage directions.)
opportunities will - Equivalent
you provide for - Simplify
students to practice
content - Numerator
language/vocabulary
- Denominator
and develop fluency?
- Sum

- Addend

- Addition

Remember to pay particular attention to when planning:

Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)
- Students should be able to evaluate an addition sentence that’s addends are
fractions.

Assessment/ Assessment Plan for IEP Goals (Before lesson, formative & summative):
Evaluation Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Every standard listed - Before: Have students create equivalent fractions using manipulatives. This will
above must be
assessed and assess how comfortable they are with finding a common denominator.
included. Formative
and summative - Formative: Worksheet
assessments should
be considered while - Summative: Unit test over fractions
planning. Questions
to consider while
planning: - Evidence of student progress and mastery (complete after lesson has been
How will students
exhibit an implemented): Collection of the WS.
understanding of the
lesson’s objectives?
How will you
observe and/or
provide feedback?
What evidence will
you collect to
demonstrate
students’
understanding/maste
ry of the lesson’s
objective(s)?
Materials - Manipulatives
What resources can - Pencil / paper
be used to engage - WS
students?
- Projector and screen mirror
- Whiteboards
Introduction to
Lesson/ - Hook: Students are asked to think of ways they use fractions in real life. Then
Activating
Thinking asked how they could use the addition of fractions in real life. Makes this area of
How will you
introduce the lesson? math concrete for them.
What is the ‘hook’
for the lesson to tap - Introduction/focus: Teacher passes out worksheet. Example 1: ½ + ¾
into prior knowledge
and develop Teacher asks them to model ½ and ¾ on their own whiteboards. They check to
students’ interests?
This should tie see if it matches example on WS. Teacher and group members helps clarify if
directly into the
lesson’s objective they do not see how the WS got the area model. Then teacher poses the question
and standard.
***Use knowledge so how do you think we would combine these two area models to look the
of students’
academic, social, exactly same. This leads into the body of the lesson which is going to be
and cultural
characteristics. teaching the students how to add fractions using the area model method.
Body of Lesson/ - Body: the students should recognize from the first example that the first area
Teaching Strategies
What will you have model had halves and the second drawing had fourths. Therefore, both the
the students do after
you introduce the drawings need those fourths and halves. Therefore, the drawings end up looking
lesson to learn the
standards? the same with each whole having a line down the middle and then it split into

fourths. Following, the students should recognize that the drawings created equal

pieces and all that is left is to count how many equal pieces each whole has and

put it over the # of total equal pieces of the whole. Teacher moves on to next

question. ¾ + 1/8. Students will first model the original area model of both

fractions individually. Then the question will be posed again as to how to make

the models look identical. The student should re-create the models directly

below the original models to make them look identical. They will then notice

each hole has a total of 32 equal pieces. They will then count up the amount of

pieces that are shaded. And put this number over the total amount of equal

pieces in each hole. Once it is clear that the majority of the group has an

understanding as to have the area models work for adding fractions. The teacher

will allow the class to work as a group or independently, and the teacher will

circulate the room, helping those that are still struggling. If it is clear that the
 majority of students are struggling on a certain problem the teacher allows the

students to come up to the board and explain to others how they solved it.
Closure/
Summarizing - Closing: (2 mins before ending) Teacher will explain that this worksheet
Strategies:
How will the needs to be kept up with. Teacher will reassure class that this is a skill that
students prove they
know and understand is one that involves practice and to not get discouraged if they do not fully
the standard(s)? How
will you review the understand it right away! They will have more time to complete worksheet
standards and close
the lesson? at a later date, and those that are not struggling as much will move towards

a quicker way to solve these problems.

Modifications/ Differentiation Category: Why does the student need modifications/accommodations?

Differentiations for Grouped in IEP groups with coteacher and on scores on MAP testing
Students’
Individual Needs
How will you Modification(s)/Accommodation(s):
modify or
differentiate the Differentiated groups and coteacher support as IEP groups rotate
experiences in your
lesson to meet
Rationale: Why is this modification/accommodation appropriate?
students’ individual
Students will rotate with whom they are on the same level with, so the teacher is able to
needs?
modify the rate and difficulty of lesson accordingly.

***Credit for this template belongs to Tennessee State University and Columbus State University.