CT Connected Lesson

USF Elementary Education Lesson Plan Template (S 2014)
____________________________________
Grade Level Being Taught: Subject/Content:
5th
Math/subtractin with
unlike denominators
Name:
Group
Size: 22
Date of Lesson: November

1
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.)
MACC.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 fractions and number sense
of fractions to estimate mentally and assess the reasonableness of answers.
Use equivalent fractions as a strategy to add and subtract fractions.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
How can you use models to subtract fractions that have different denominators?
Students will be able to use models to subtract fractions with unlike denominators.

____________________________________
5th
unlike denominators
Name:
Group
Size: 22

1
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.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
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
I am teaching this lesson so that students can use models to subtract fractions with
different denominators in order to understand the use of equivalent fractions. Using the
fraction strips so that students can visually see how fractions are equivalent in order to
properly add or subtract.
Formative:
To begin, have each student show me equivalent fractions to ensure they are
ready to move on. Use and . I added this because we had to review the
lesson from day before in order to continue on. The pre-assessment told me
that the students were not aware of finding the common denominator when
adding fractions. Although the students were introduced to adding unlike
fractions the day before, it was crucial to reteach because the majority of the
students were not comfortable with the homework from the night before,
meaning I could not move on just yet.

____________________________________
5th
unlike denominators
will you collect, either
during this lesson or in
upcoming lessons?
Name:
Group
Size: 22

1
Each student will independently use the fraction strips to answer: 7/10 2/5. This will
help me determine how tomorrows lesson will go.
What Content Knowledge

is necessary for a teacher
to teach this material?
How to use the fraction strips when subtracting, how to find the common denominator,
what an equivalent fraction is and why it is important when adding/subtracting fractions.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
The meaning of equivalent fractions, I will check to see if students have this previous
knowledge by asking, what are equivalent fractions? and asking for an example. If
students can answer this independently then we can move on. If not, we will review.
How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
Students need to know how to find the common denominator, I know they have been
practicing fractions before I come in so they should know this. Fractions were also
introduced in 3rd grade.
Students need to understand that a fraction is less than 1.

____________________________________
5th
unlike denominators
might students have about
this content?
Name:
Group
Size: 22

1
Fractions with unlike denominators cannot be subtracted.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Peer teaching, modeling, discussion based, gradual release.
Time
Who is
responsibl
e (Teacher
or
Students)?
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 detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

____________________________________
5th
unlike denominators
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
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 co-teaching
are you using?
Name:
Group
Size: 22

1
Begin by reviewing homework.

Reteach yesterdays lesson of adding fractions.
Focus on understanding equivalent fractions
Review what equivalent fractions are: two or more fractions
that name the same amount. Use 2/3 to model. Place sixths
to show that 4/6 are the same amount. Explain that I picked
sixths because 6 is a multiple of 3. Ask, what other amount
can I use that is also equivalent to 2/3? Ninths. Why?
Because 9 is a multiple of 3. Show how many ninths fit under
2/3 and 4/6. 6/9.
Have students demonstrate equivalent fractions for and
.
Circulate and assist students.
Call on student to demonstrate equivalent fractions to .
Reminder: Must explain each step and why.
Ask to recap: Why do we need to know equivalent fractions
in order to add or subtract fractions? To find common
denominators
I started off this way because the students were having difficulty
with their homework from adding fractions, and I noticed what the
problem was. They did not understand equivalent fractions. I had to
begin with this in order to move on.
Ask student to read what we are doing in math today: I will use
models to subtract fractions with unlike denominators.
Ask: How does this relate to yesterday?
It relates because yesterday was adding fractions with unlike
denominators
Ask, Knowing what equivalent fractions are, can you now
subtract fractions with unlike denominators?

____________________________________
5th
unlike denominators
Name:
Group
Size: 22

1
Investigate: 3/4 1/8

Write this under elmo, have the 1 whole fraction strip out.
Instruct for the students to also have their fraction strips out and
follow along.
Begin by placing under the 1 whole. Find equivalent fraction.
Explain to find equivalent fractions you have to find the common
multiple.
Multiples of 4: 4, 8, 12
Multiples of 8: 8, 16
Common denominator: 8
Ask, How many eighths fit under ? 6/8. So 6/8 is the
equivalent fraction to
Now we can subtract because they have the same denominator.
Point out we place the strips underneath when subtracting
to show we are finding the missing piece. When adding, the
strips are placed together. I pointed this out because putting
the strips together would make the wrong presentation for
subtraction, it would be adding them together.
Line up 1/8 under 6/8 to show subtraction with the strips. How many
strips eighths are left? 5/8. Label next the strips that show 6/8
and the ones that show 1/8 and put a subtraction sign in
between to show how the equation now looks using 6/8. I
labeled to add the visual of the new problem that we were
working on using the equivalent fraction with the same
denominator so they could see what the new problem looked
like written out.
Ask, Do you want me to do another with you, or are you
ready to do it with a group? Give me a thumbs up if you
want to work with a group?
Majority of students are ready, so we moved to table
discussions.
Have students work with table groups to answer: 2/3- 1/6. I

____________________________________
5th
unlike denominators
Name:
Group
Size: 22

1
assisted those with the students who were not as confident

and checked on every table to ensure everyone is on the
right track.
Have one table come up and show the class how they answered the
problem.
Remind them of the criteria for sharking work. 1) Make sure
everyone understands the problem. 2) Show each step and
explain. 3) Everyone in the group must participate. 4) Ask if
anyone has any questions
Independent work:
7/10-2/5
For those struggling:
3/5-1/2
a student struggles with the content?
Give simpler, well-known fractions: 3/5- .
Take separately for small group reteach. I did this because I wanted to address
the few students together instead of separately because I could use up the
time more efficiently having them all at the back table. This way I could begin
from the beginning to find where the misconception is.
What will you do if
a student masters the content quickly?

Give higher numbers: 5/12-1/3

____________________________________
5th
unlike denominators
Meeting your students
needs as people and as
learners
Name:
Group
Size: 22

1
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
If applicable, how does this lesson connect to/reflect the local community?
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will challenge them to create their own problem, and use numbers that are
over 10.
How will you differentiate instruction for students who need additional
language support?
I will read out loud the question and walk them through the problem by
probing questions and leading them towards success. I will also write
directions on the board.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Take students to the back table to focus on what they are uncertain about.
I took 5 students back: CW, CF, AL, MS, and HA. I put them in the small group
setting because these students were not ready to work independently. I
needed to support them in finding equivalent fractions because this concept
was still in the works. It was important for me to have them understand how
the fractions are equivalent in real life, not just in mathematical terms. The
strips were used to model and bring the numbers to objects.

____________________________________
5th
unlike denominators
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Name:
Group
Size: 22
Fraction strips to use as the models for fractions.

1

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USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

MACC.5.NF.1.2- Solve word problems involving addition and subtraction of fractions

Objectives- What are you

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

in the past or present tense,

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

What Content Knowledge

How will you ensure

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

Fractions with unlike denominators cannot be subtracted.

Peer teaching, modeling, discussion based, gradual release.

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

Begin by reviewing homework.

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

Investigate: 3/4 1/8

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

assisted those with the students who were not as confident

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: November

USF Elementary Education Lesson Plan Template (S 2014)

Fraction strips to use as the models for fractions.

Date of Lesson: November

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