Anjanette McCormack

Math Concept: Subtraction

Grade 3
CCSS.Math.Content.3.NTB Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship
between addition and subtraction.

Big Idea: Numbers can be decomposed into different
combinations.

Open Question: How many ways can you make the number 63?
Expected Student Responses
60 + 3 9 + 54
50 + 13 8 + 55
40 + 23 7 + 56
30 + 33 6 + 57
20 + 43 5 + 58
10 + 53 4 + 59

Management
Students will have base ten blocks and a work mat to show their combinations.
Students will draw all the possible combinations to make 63 on paper.
Teacher questions to probe thinking: What will you do first? What made you do
it that way? What patterns to you see? Can you find another way?
After most students have solved the open question, students will share their
thinking with a partner.

Academic Language Check: Guide students in changing their informal language or
playground words into academic language or scholar words. Possible academic
language; decompose, tens, ones, digit, subtraction, difference, regroup, reasonable
answer, commutative property, inverse relationship. Underline them as they come up in
conversation.



Debrief: We will come together as a group and list all the possible combinations for
decomposing 63 on a chart. We will use the word decompose which means break apart.
Provide the following speaking frames:
I decomposed 63 into ____tens and ____ones.
I broke 63 into __tens and ____ones.

Lesson Goal #1: Students will use base ten blocks to decompose
numbers.
Summarize what we have learned: Provide students with the following paragraph
frame on a strip of paper. Each student completes the frame and glues in their math
journal. They each need to do one, but they can continue to discuss with their partner.
Remind them to use their scholar words. Have students read their paragraph to a
partner.
Today we discussed several possible ways to decompose the number 63.
One way you could decompose 63 is by ________________. Another possible
way is _______________. You could make sure your answer is correct by
_______________.


Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You Know):
Exit Ticket: Students will write on a post-it note 3 ways to deconstruct the number 46.







Begin with students building the number 63 using the base 10 blocks. They can build the
number using any combinations that we used in Lesson #1. Refer to the chart.

Open Question: What are some different amounts you can subtract from 63?

Expected Student Responses
o Take ones way (1,2,or 3)
o Take way some tens (10, 20, 30, 40, 50, 60)
o A few students might know how to take other amounts away (perhaps
taking 7 ones away) and trade in blocks from the tens by decomposing.

Management
o Students will make a list of all the numbers they are taking way from 63
and a list of the number they have left after taking away cubes/rods.
o Walk around the room and listen to students as they decompose 63 to take
away different amounts.
o Teacher questions to probe student thinking: Can you take 17 away? How
could you decompose 63 in order to have enough ones to take away? How
much would you have left?

Academic Language Check: Guide students in changing their informal language or
playground words into academic language or scholar words. Possible academic
language; decompose, tens, ones, digit, subtract, and take away

Debrief: We will come together as a group and list some possible amounts you can take
away from 63 on a chart. List the amounts taken away as well as what was left on a chart.
Lesson Goal #2: Students will use base ten blocks to model
subtraction problems.
Guide students to infer that when you take away numbers, sometimes you need to
decompose the number in order to break it into pieces you can take away from. There are
many combinations you can use for 63. It depends on the number you are taking away.
Provide the following speaking frames:
I took ____ ones away from 63. I was left with _____.
I took ____ tens away from 63. The amount that was left was_____.
I decomposed 63 into ____tens and ____ones. I took away ____ tens and ____
ones. I was left with the number ____.
I broke 63 into ___tens and ____ones. I subtracted ____ tens and ____ones. I
was left with the number _____.


Summarize what we have learned: Provide students with the following paragraph
frame on a strip of paper. Each student completes the frame and glues in their math
journal. They each need to do one, but they can continue to discuss with their partner.
Remind them to use their scholar words. Have students read their paragraph to a
partner.
Today we discussed several possible numbers we could take away from
63. If you take way_______ you are left with ______. Sometimes you have to
decompose 63 in order to_______________. For example, if you take away
_____, you have to decompose 63 into ____tens and ____ ones. You are left with
________. Numbers can be decomposed in many different combinations,
depending on the number you are taking away.

Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You Know):
Exit Ticket: Students will answer this question on a post-it: If you have 42 and you need
to take way 29, how could you decompose 42? ___ tens and ____ ones. What would you
have left?


















Anjanette McCormack
Math Concept: Fractions
Grade 5
CCSS.Math. Content.5.NF.A.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.)

Big Idea: Rewriting fractions so they have the same denominator is
a procedure used when adding and subtracting fractions.

Open Question: What other fractions name the same amount as ? Student will use
the fraction strips they made prior to this lesson to help them find fractions.

Expected Student Responses
o 2/4, 3/6, 4/8, 5/10, or 6/12 is equal to .

Management
o Students are working in pairs and recording the drawing and the fractions
that equal to as they work on paper.
o Students are using fraction bars and fraction strips to find equal amounts.
o Teacher questions to probe thinking: How many fraction pieces equal
? How many 1/8 pieces equal ? How many 1/6 pieces equal ? How
many 1/10 pieces equal ? How many twelfths? How many fifths or
thirds? Why?

Academic Language Check: Equivalent fractions, numerator, and denominator
Equal fractions-equivalent fractions

Debrief: Have students share ideas to the whole class as teacher charts. Remind them to
use their new scholar words. Help students infer that equivalent fractions are equal
fractions because they name the same part. You need to find an equivalent fraction when
you add or subtract fractions with unlike denominators. Provide the following speaking
frames:
o ____ is equivalent to because it names the same amount.
o 1/3 is not equivalent to because it does not name the same amount.

Partner Work: Students will work in pairs to see if they can make 1/3, , and 1/5 using
fraction strips for fourths, fifths, sixths, eighths, tenths, and twelfths. Students will find
equivalent fractions using fraction strips, draw it, and write it. Students will share their
results with the class.

Lesson Goal #1: Students will use fractions strips to find equivalent
fractions.
Management
o Teacher will listen to pairs sharing and help clarify any
misconceptions

Debrief: Have students share ideas to the whole class as teacher charts. Remind them to
use their new scholar words. Provide the following speaking frames:
o ____ is equivalent to ___ because it names the same amount.

Summarize what we have learned: Provide students with the following paragraph
frame on a strip of paper. Each student completes the frame and tapes in their math
journal. Remind them to use their scholar words. Have students read their paragraph to a
partner.
Today we learned about equivalent fractions. An equivalent fraction is
_____________________________. For example _____ is equivalent to ________
because ____________________. We use ____________ fractions when we need
another fraction in its place to name the same amount.

Formative Assessment (Exit Ticket, Ticket Out the Door, Show What You Know):
Exit Ticket: Students will write/draw on a post-it write two fractions that are equivalent.
Explain how you know they are equivalent with numbers, pictures, or words.







Open ended question: What are some fractions that are equal to 1?

Expected Student Responses:
o 1/1, 2/2, 3/3, 4/4, 5/5, 10/10, 50/50, 100/100

Management
o Teacher lists student responses on chart paper.
o Teacher reviews multiplication property of 1 and shows how we can apply
that knowledge to the making of equivalent fractions.
o Teacher reviews academic language: equivalent fraction, numerator, and
denominator

Teacher Modeling
o Teacher draws and labels two equivalent fractions and 3/6 from lesson 1
o Teacher demonstrates how you can multiply the numerator and
denominator by the same number (fraction of 1 or 2/2) as another way to
find the equivalent fractions


Lesson Goal #2: Students will be able to find equivalent fractions by
using a fraction equivalent to 1.
o On the board, show how to find an equivalent fraction for 2/3. Multiply
the numerator and the denominator by 2. Show your thinking on the board
and how you can write the fraction 2/3 = 2x2 = 4
3x2 6
o Use fractions strips to prove 2/3 = 4/6
o Emphasize that whatever you multiply to the numerator by, you have to do
the same to the denominator in order to get an equivalent fraction.
o Model again with another fraction 3/4 =6/8 (multiply 2 to the numerator
and the denominator)
o Use fraction strips to prove = 6/8


Student Practice
o Students will work with a partner to use multiplication to find equivalent
fractions for 3/5, 4/10, and 7/12
o Students will draw a model to go with their work
o Students will share their findings with the class

Expected Student Responses
o 3/5 = 6/10 = 9/15
o 4/10 = 8/20 = 12/30
o 7/12 = 14/24 = 21/36

Management
o Teacher writes student responses on chart paper
o Teacher probes students with questions: What is a fraction equal to 1 that
you can use to multiply? What would the fraction 3/3 give you? Would
4/4 create an equivalent fraction?

Debrief: Have students share equivalent fractions to the whole class as teacher charts
responses. Provide the following speaking frames
o I multiplied the numerator and denominator by ____. My
equivalent fraction I got for ________ was _________.
o I know my equivalent fraction of _______ is correct because
_____________________.
o I used ________ to create an equivalent fraction for ______ and I
got __________.

Parallel Tasks: Students choose which task they prefer
1. Draw a picture showing equivalent fractions
2. Show different ways to make equivalent fractions using the
multiplication model

Debrief: Display a students work from task one and task two on the ELMO. Ask the
student to explain what he/she did.

Summarize what we have learned: Complete sentence frame and partner read.
Equivalent fractions are __________________. We can find equivalent fractions by
________________________.


Formative Assessment: Name 2 equivalent fractions for 7/10.









































Anjanette McCormack
Math Concept: Fractions
Grade 8
CCSS.Math.8.Content.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding
output.
1

Big Ideas: How are things related?



Open Question: What things change as time goes on?

Expected Student Responses
o Ice melts
o Distance driven
o Food spoils
o Warm drinks get cold
o Paint dries
o Gas tank empties
*Steer conversation in the direction of when there is a constant on certain things they
change at a constant rate over time.

Management
o Students working with table groups, teacher monitoring room
o Probe student thinking with questions: What things in our body change
over time? How does your pulse change?

Expected Student Responses
o We get taller/bigger over time
o Hair/nails grows over time
o Skin changes over time
o Pulse changes when we move
o Pulse changes when we hold our breath

Academic Language Check: Guide students in changing their informal language or
playground words into academic language or scholar words. Discussion as a whole
class; then groups highlight phrases they used and write new words next to the original
ones. Chart the language on poster or word wall as shown below.
o Change= increase/decrease

Lesson Activity:
o Students will work with partners to record data of their heartbeat and then
graph the results.
o Teacher will go over how to find pulse using the carotid artery in the neck.
o Students will follow the activity directions on the worksheet for Pulse Lab.
Lesson Goal #1: Students collect data and graph results.
o Student fill in input/output table where number of heartbeats is the x
value and time is the y value.
o Students graph, label axis and discuss what they notice.

Debrief: Have students share findings to the whole class. Remind them to use their new
scholar words. Help students infer that their heartbeat is going up by a constant rate each
time.

Formative Assessment:
Give students a graph that is already been plotted. Have students tell what the heartbeat
is increasing by for each ten-second increment.







Tiered Lesson: Students will be divided into two groups depending on outcomes of the
formative assessment in lesson 1.
Group 1: Students will be in teams to graph a coin lab. Remind students about
scholar words in conversations. Students will graph their results on large class
graph once activity is completed.

Group 2: Students will be with teacher to graph the coin lab and clarify
misconceptions.

Debrief:
o Teacher creates a large graph on the board
o Each group graphs results
Help students infer that there is a trend line that shows a constant rate.

Summarize what we have learned: Complete paragraph frame and read to a partner.
We have learned when there is a constant on certain things they change at a
constant rate over time. We graphed our heartbeats and noticed
__________________________. Then we graphed coin tosses and
noticed_____________________. Therefore after looking at any graph we can conclude
______________.

Formative Assessment: Give students a test where they have to graph coordinate pairs
of a real life situation and determine if they are increasing by a constant rate.





Lesson Goal #2: Students collect data and graph results of a
different situation.