Heather Schryver 1

College of Education Lesson Plan Template Teacher Candidate: Heather Schryver School: Merrywood Elementary School Date and Time of Lesson: 03/03/2014 9:05am Subject/Grade Level: Math/5th Grade

Description of Lesson: 5th grade st dents w!ll learn how to add and s "tract like #ract!ons$ Lesson Title or Essential (ract!ons uestion that guides the lesson: %dd!ng and S "tract!ng &!'e

Curriculum Standards !ddressed: "ational Standard#s$: CCSS%&ath%Content%'%"(%!%) Solve word )ro"lems !nvolv!ng add!t!on and s "tract!on o# #ract!ons re#err!ng to the same whole* !ncl d!ng cases o# nl!'e denom!nators* e$g$* "y s!ng v!s al #ract!on models or e+ at!ons to re)resent the )ro"lem$ ,se "enchmar' #ract!ons and n m"er sense o# #ract!ons to est!mate mentally and assess the reasona"leness o# answers$ For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing t at 3/7 ! 1/2$

SC Curriculum Standard#s$: "/#

SC !cademic *ndicator#s$: "/# +ther: $$%# &tan'ar'(s)* -eacher cand!dates w!ll se concrete* hands.on !nstr ct!on and content )resentat!on w!th an em)has!s on real.world a))l!cat!on and )ro"lem solv!ng$ -eacher cand!dates w!ll !m)lement learn!ng strateg!es that )romote coo)erat!on$ -eacher cand!dates w!ll !m)lement strateg!es to accommodate the needs o# d!verse learners$ &&+# $lement(s) (harassment* !nt!m!dat!on* " lly!ng* or a))ro)r!ate "ehav!ors/ ,eac er -ill go over t e rules an' proce'ures .or -orking in groups an' centers/ , is inclu'es* o &tay -it your group at all times/ o %iscuss a plan be.ore you start/

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o & are i'eas/ 0isten to everyone in t e group/ ,ake turns/ o 1espect everyone in t e group/ o 2nclu'e everyone/

Lesson +bjective#s$: 3 at s oul' stu'ents kno- or be able to 'o by t e en' o. t e lesson4 5b6ectives s oul' be observable an' measurable/ 3 en give various real -orl' problems, .i.t gra'e stu'ents s oul' be able to solve -or' problems involving a''ition an' subtraction o. .ractions re.erring to t e same - ole/

!ssessment#s$ of the +bjectives: 7e.ore 2 begin t is lesson, 2 -ill assess t e stu'ents8 kno-le'ge on .ractions by asking t e groups to stan' in a line at t e .ront o. t e classroom one group at a time/ 2 -ill .irst ask group one, an' t en group t-o, .ollo-e' by group t ree/ 3 en eac group stan's, 2 -ill 'eci'e on a c aracteristic t at several stu'ents in t at group ave/ For example, i. t ree stu'ents in t e group -ear glasses, 2 -ill put t em at one en' o. t e line/ 2 -ill t en rely on t e rest o. t e class to explain - at .raction o. t e group is -earing glasses/ &o, i. 3 o. 9 stu'ents in t e group are -earing glasses, t ey -ill nee' to say :3/9; or :1/2/; 2. t ey give me :3/9; as an ans-er, 2 -ill remin' t em t at t ey must al-ays simpli.y t eir .ractions (because t at8s - at -ill s o- up on t eir c apter an' <#&& an' =#< exams)/ %uring t e lesson, 2 -ill assess stu'ents by asking stu'ents several 'i..erent >uestions/ &uc as* ?? 3 at is t e numerator4 ?? 3 at is t e 'enominator4 ?? 3 at 'oes t e numerator mean4 ?? 3 en a''ing/subtracting like .ractions, - at 'o -e look at4 ?? 3 at stays t e same4 ?? 3 at c anges4 2 -ill assess t e stu'ents by t eir problem solving strategies an' 2 -ill observe - ic ones are success.ully .in'ing t e correct ans-er/ 2 -ill also ask stu'ents to come to t e boar' to :color in; an' -rite a''ition an' subtraction sentences o.

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t e .ractions given/ &tu'ents -ill be 'ivi'e' into groups .or centers, an' t-o o. t e centers re>uire t e stu'ents to complete activity s eets/ , e stu'ents -ill t en be 'ivi'e' into groups .or centers/ #.ter t e lesson, stu'ents -ill be assesse' by t e activity s eets t at t ey complete' in t e centers/ 2 -ill be looking .or t eir problem solving strategies as -ell as t e correct ans-ers/

&aterials/,esources: 0ist all materials nee'e' to implement your lesson@ e/g/, pencils, notebook, selecte' rea'ing(s), vi'eo, <o-er<oint, etc/ ?<encils ?=at "otes +omposition Aournals ?0esson %ocument ?&martboar' ?#ctivity & eets ?:1ules; to place at eac station +enter 1* ?7ea's ?#''ing Fractions <roblems ?#''ition signs ?$>ual signs ?%irections .or using t e bea's -it t e problems +enter 2* ?7ea's ?&ubtracting Fractions <roblems ?&ubtraction &igns ?$>ual signs ?%irections .or using bea's -it t e problems +enter 3* ?+omputers ?3ebsites -it 2 'i..erent interactive games +enter B* ?#ctivity s eet .or eac stu'ent ?<encils +enter 5* ?#ctivity s eet o. :real -orl'; -or' problems .or eac stu'ent ?<encils

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Prere-uisites #Prior .no/ledge$: &tu'ents must previously ave a basic un'erstan'ing o. .ractions/ , ey must kno- - at .ractions are an' - ere t e numbers come .rom/ , ey also must ave kno-le'ge o. o- to re'uce .ractions to simplest .orm/ &tu'ents must be able to -ork in cooperative groups/ , ey nee' to kno- o- to compromise an' collaborate in or'er to solve problems/ , ey must s orespect to one anot er/ #n' t ey must be able to .ollo- t e rules given be.ore splitting into centers/ &tu'ents also must be able to p ysically move aroun' t e classroom in an or'erly manner/ , ey nee' to kno- to -alk, rat er t an run/ #n' - en sitting at anot er stu'ents8 'esk (- ere particular centers are locate') t ey must kno- not to mess -it t e stu'ents8 personal items/ Procedures: Model the Math: 0ev!ew: o Gro ) 1 Stand ,) %ll o# the st dents wear!ng one color stand at one end o# the l!ne$ -he class says what #ract!ons o# the st dents !n that gro ) are wear!ng that color$ 1$E$ 3 o# 2 st dents wear!ng red sh!rt 3 3/2 3 4 .. 5hat !s 3/26

o Gro ) 2 Stand ,) %ll o# the st dents wear!ng one color stand at one end o# the l!ne$ -he class says what #ract!on o# the st dents !n that gro ) !s wear!ng that color$ 1$E$ 3 o# 2 st dents wear!ng red sh!rt 3 3/2 3 4

o Gro ) 3 Sand ,) %ll o# the st dents wear!ng one color stand at one end o# the l!ne$ -he class says what #ract!on o# the st dents !n that gro ) !s wear!ng that color$ -each (ract!ons w!th the same denom!nator are called like #ract!ons$ 1$E$ 3 o# 2 st dents wear!ng red sh!rt 3 3/2 3 4

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o 5hat do yo th!n' #ract!ons w!th d!##erent denom!nators are called6 7unlike #ract!ons/

So* wh!ch o# these are like #ract!ons6 789-M 1/

So* what wo ld !t loo' l!'e !# we added the two like #ract!ons together6 789-M 1/

%dd!ng l!'e #ract!ons !s easy$ : st add the n merator$ So what a"o t: 789-M 1/

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;r 789-M 1/

% l!ttle "!t harder<789-M 1/

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% ta"le shows how m ch o# a "oo' -eddy read each day$ 5hat #ract!on o# the "oo' d!d -eddy read altogether on - esday and -h rsday6 789-M 1* 4/ Da0 Monday - esday 5ednesday -h rsday ;n - esday* -eddy read 4/10 o# the "oo'$ ;n -h rsday he read 2/10 o# the "oo'$ %dd the n merators$ =ee) the denom!nator$ 4/10 >2/10 3 4>2/10 3 2/10 3 3/5 5r!te !n s!m)lest #orm$ -eddy read 3/5 o# the "oo' on - esday and -h rsday$ Shade the )arts* then wr!te an add!t!on sentence #or each$ St dents w!ll come to the "oard to com)lete th!s$/ Shade 5/?th$ Shade another @/?$ 789-M 1* 2* 5/ (raction ,ead 1/10 4/10 3/10 2/10

Shade 2/10$ Shade another @/10$ 789-M 1* 2* 5/

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Shade 2/14$ Shade another 2/14$ 789-M 1* 2* 4* 5/

&etAs ta'e !t a ste) # rther$ 789-M 1/ -ry s "tract!ng* now$

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-he ta"le shows the amo nt o# ra!n#all several c!t!es rece!ved !n a recent month$ How m ch more ra!n d!d 9enterv!lle rece!ve than Br shton6 789-M 1* 4/ Cit0 S)r!ng Calley 9lar's" rg 9enterv!lle Br shton ,ainfall #in%$ 1/10 2/10 9/10 3/10

S "tract the n merators$ =ee) the denom!nator the same$ 9/10 D 3/10 3 9.3/10 3 2/10 3 3/5 5r!te !n S!m)lest #orm$ 3/5 !nch more ra!n #ell !n 9enterv!lle than !n Br shton$ %#ter we com)lete the m!n! lesson* 1 w!ll have the st dents d!v!ded !nto gro )s #or centers$ -here w!ll "e #!ve centers$ 9enter 1: %dd!ng l!'e #ract!ons w!th "eads 9enter 2: S "tract!ng l!'e #ract!ons w!th "eads 9enter 3: 9om) ters D ;nl!ne !nteract!ve add!t!on and s "tract!on o# l!'e #ract!ons games 9enter 4: %ct!v!ty sheet w!th add!ng and s "tract!ng l!'e #ract!on )ro"lems 9enter 5: %ctr!v!ty sheet w!th Ereal worldF word )ro"lems Groced res #or each center are as #ollows: 9enter 1: %dd!ng &!'e (ract!ons w!th "eads 789-M 1* 2* 3* 5/ .. St dents m st each gra" two "ags 7o# two different colored "eads/ .. St dents m st each gra" one add!t!on s!gn and one e+ al s!gn$ .. St dents m st des!gnate one color o# "ead #or the n merator and one #or the denom!nator .. ;ne at a t!me* the st dents w!ll #l!) a #ract!on add!t!on sentence over$ .. Each st dent !n the gro ) m st se the "eads to demonstrate the #ract!on )ro"lem$

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(or eHam)le:

.. %#ter each st dent !n the gro ) has #!n!shed* the st dents m st d!sc ss$ .. 1# any st dent does not agree w!th the Ecommon answerF then he/she m st eH)la!n why and the gro ) m st wor' together to #!g re o t the correct answer$ .. 5hen !t !s t!me to sw!tch centers* st dents must clean ) the!r "eads and )lace them "ac' !n the or!g!nal )!le$ 9enter 2: S "tract!ng l!'e #ract!ons w!th "eads 789-M 1* 2* 3* 5/ .. St dents m st each gra" two "ags 7o# two different colored "eads/ .. St dents m st each gra" one s "tract!on s!gn and one e+ al s!gn$ .. St dents m st des!gnate one color o# "ead #or the n merator and one #or the denom!nator .. ;ne at a t!me* the st dents w!ll #l!) a #ract!on s "tract!on sentence over$ .. Each st dent !n the gro ) m st se the "eads to demonstrate the #ract!on )ro"lem$

(or eHam)le:

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.. %#ter each st dent !n the gro ) has #!n!shed* the st dents m st d!sc ss$ .. 1# any st dent does not agree w!th the Ecommon answerF then he/she m st eH)la!n why and the gro ) m st wor' together to #!g re o t the correct answer$ .. 5hen !t !s t!me to sw!tch centers* st dents must clean ) the!r "eads and )lace them "ac' !n the or!g!nal )!le$ 9enter 3: 9om) ters D ;nl!ne !nteract!ve add!t!on and s "tract!on o# l!'e #ract!on games 789-M 1* 2/ .. St dent m st s!t down at an o)en com) ter$ .. -he st dent m st read the d!rect!ons #or the game at that )art!c lar com) ter$ .. Game 1: (r !t Shoot (ract!on %dd!t!on .. St dent m st choose level 1a$ .. -hey can choose !# they can choose whether or not they want ErelaHed modeF or Et!med mode$F 0elaHed mode has ten + est!ons and !s nt!med$ -!med mode g!ves yo a score #or how #ast yo can answer the )ro"lems 9;00E9-&I$ .. -he st dent can choose whether they want #ast #r !t or slow #r !t$ -h!s !s how #ast the #r !t w!ll "e mov!ng on the screen$ 1 s ggest slow$ ..5hen the game "eg!ns* the screen w!ll show an add!t!on )ro"lem #or l!'e #ract!ons$ -he st dent m st #!g re o t the answer 7,8S1MG&1(1EJ/ and then loo' #or the mov!ng #r !t on the screen that )ortrays the answer$ -he st dent m st then cl!c' on 7or shoot/ the #r !t$ .. Game 2: (ract!on G!KKas .. -he screen w!ll show a sl!ced )!KKa$ .. G!KKa has a dar'ened area o# Ealready eatenF )!KKa and a not dar'ened area o# Ele#t overF )!KKa$ .. -he + est!on as's E5hat !s the #ract!on o# le#t over )!KKa6F 1t g!ves a denom!nator* " t the st dent m st #!g re o t the n merator$ -hese #ract!ons are s!m)l!#!ed$ -he st dent m st then ty)e !n the m!ss!ng n m"er and cl!c' Echec'$F .. 1# the st dent answered correctly* !t w!ll say E5ell JoneF and have a EneHtF " tton$ -he st dent !s to cl!c' on EneHtF to rece!ve the neHt add!t!on )ro"lem$

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9enter 4: %ct!v!ty sheet w!th add!ng and s "tract!ng l!'e #ract!ons 789-M 1* 2* 3* 5/ .. St dents m st wor' together to com)lete the E%dd!ng and S "tract!ng (ract!ons w!th &!'e Jenom!natorsF act!v!ty sheet$ .. -here are 10 + est!ons$ .. %ll st dents !n the gro ) m st agree on ;8E answer$ 1# a st dent d!sagrees* the st dent m st eH)la!n why and then the )ro"lem m st "e rewor'ed$ .. However* each !nd!v!d al st dent m st com)lete and t rn !n th!s act!v!ty sheet$ 9enter 5: %ct!v!ty sheet w!th 0eal 5orld 5ord Gro"lems 789-M 1* 2* 3* 4* 5/ .. St dents m st wor' together to com)lete the E%dd!ng and S "tract!ng (ract!ons w!th &!'e Jenom!natorsF act!v!ty sheet$ .. -here are 10 + est!ons$ .. %ll st dents !n the gro ) m st agree on ;8E answer$ 1# a st dent d!sagrees* the st dent m st eH)la!n why and then the )ro"lem m st "e rewor'ed$ .. However* each !nd!v!d al st dent m st com)lete and t rn !n th!s act!v!ty sheet$ %#ter com)let!ng the centers* 1 w!ll call the st dents "ac' to a whole gro ) d!sc ss!on a"o t the act!v!t!es that they L st d!d$ 1 w!ll as' the st dents !# they have any other + est!ons 7ass m!ng that they w!ll "e as'!ng + est!ons w!th!n the centers/$ 1 w!ll as' the st dents 7vol nteers/ to eH)la!n what they d!d !n centers$ 1 w!ll allow them to choose the!r E#avor!teF center or wh!chever center that they w!sh to tal' a"o t$ %#ter they have eH)la!ned !t* 1 w!ll as' another st dent to restate what the #!rst st dent sa!d$ 1 w!ll also as' the rest o# the class what they tho ght a"o t the s)ec!#!c center* and !# they wo ld l!'e to add anyth!ng to !t$

!ctivit0 !nal0sis: 7sho ld show se o# -5S 1 data/ ;ne act!v!ty that 1 )lan to se !n th!s lesson !s "eads to !ll strate add!ng and s "tract!ng l!'e #ract!ons$ 1 am s!ng th!s act!v!ty #or the st dents who are '!nesthet!c learners$ -h!s allows them to )hys!cally move o"Lects aro nd$ -hey are a"le to ) sh "eads together and ) ll them a)art to demonstrate add!ng and s "tract!ng o# #ract!ons$ %nother act!v!ty that 1 w!ll se !s a Eact!v!ty sheetF o# real.world word )ro"lems$ Many st dents !n th!s class l!'e to 'now how they w!ll se th!s !n the # t re$ Hav!ng them to read a"o t the real world and the E)ro"lemsF 7#or lac' o# a "etter word/ that th!s lesson w!ll )erta!n to* later* w!ll hel) them nderstand$ ,s!ng word )ro"lems w!ll hel) )re)are the st dents #or the!r G%SS test!ng that !s a))roach!ng + !c'ly$ St dents w!ll also "e re+ !red to wr!te the!r answer !n a com)lete sentence* as !t !s on G%SS$ J r!ng th!s lesson* 1 w!ll "e s!ng the Smart"oard$ 1 w!ll ) ll ) my lesson doc ment on the Smart"oard$ -h!s w!ll allow me 7and the st dents/ to com)lete math )ro"lems and demonstrate the add!t!on and s "tract!on o# l!'e #ract!ons$ -h!s lesson w!ll also se com) ters !n one o# the centers$ -he com) ters w!ll "e set ) w!th !nteract!ve games that allow the st dent to )ract!ce add!ng and s "tract!ng l!'e #ract!ons$ -here are two d!##erent games and the two games w!ll "e alternated on every other com) ter$

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Differentiation/!ccommodations/&odifications/*ncreases in ,igor 7sho ld show se o# -5S 1 data/ #llo-ing t e stu'ents to see an' practice a''ing an' subtracting like .ractions in multiple 'i..erent -ays -ill elp 'iverse learning styles/ , is -ill also elp t e $&50 stu'ents, because t ey -ill receive t e same material several 'i..erent times/ , e lesson uses many grap s an' mo'els to elp 'emonstrate t e a''ing an' subtracting o. like .ractions/ $&50 stu'ents can visually see t e mo'el - ile earing t e lesson/ #not er accommo'ation t at 2 -ill be making is aving a printe' copy o. t e 'ocument 2 am using to teac t is lesson .or eac stu'ent/ , is accommo'ates t e stu'ents - o struggle seeing t e boar'/ 2t also accommo'ates t e stu'ents - o ave trouble concentrating on t e boar', an' -riting notes on a s eet o. paper/ 2t allo-s t e stu'ents to ave t e grap s an' 'iagrams an' not ave to take t e time to 'ra- t em out, completely/ 2. 2 notice t at t ere is a stu'ent not participating or being le.t out, 2 -ill ask t e stu'ent - at is going on/ 2 -ill also elp t e stu'ent to participate/ ,eferences: htt)://www$homeschoolmath$net/teach!ng/#/addMl!'e$)h) htt)://mrma##esol!$com/5thGrade/5thGrade99S$html htt)://www$she))ardso#tware$com/mathgames/#ract!ons/(r !tShoot(ract!ons%dd!t!on$htm htt)://www$"g#l$org/"g#l/c stom/reso rcesM#t)/cl!entM#t)/'s2/maths/#ract!ons/level5$htm 9andace Jan!els 7#r!end/ gave me the !dea to se "eads !n a center$