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University of Utah, Department of Special Education: Lesson Plan

Content Area: Math Grade level: 7th Name: Caitlin Fox


Date: 9/14/17
Core Standard(s): Apply and extend previous understandings of multiplication and division of whole numbers to divide fractions by
fractions (Standard 6.NS.1). Compute (add, subtract, multiply and divide) fluently with multi-digit numbers and decimals and find common factors
and multiples (Standards 6.NS.24). Apply and extend previous understandings of numbers to the system of rational numbers (Standards 6.NS.5
8). Language Standard 6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

IEP Goal(s):
Actual: Student will add and subtract fractions with like and unlike denominators with 80% accuracy on 3 out of 4
curriculum assessments.

Revised (SMART):
By September 2018, the student will be able to add and subtract single and multi-digit fractions with like and unlike
denominators with 80% accuracy on 3 out of 4 occasions.
Instructional Objective(s):
Students will be able to solve subtraction and addition fraction problems with and without common denominators.
Students will use academic language when answering a problem aloud to the class.
Behavioral Objective(s):
Students will reply within 5 second after being prompted on 9 out 0f 10 occasions with 90% accuracy.
Language Objective:
Student will explain the given vocabulary words (method, procedure, process, and similar) and how they can
incorporate them into the math lesson.
Content (concepts, information, skills, new vocab, etc.)

Fraction, whole number, numerator, denominator

Academic vocabulary:

Method, procedure, process, similar

Instructional Materials Needed:

fraction pie manipulatives and the worksheet


Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students attention:
a. Teacher: I need your eyes on me in 3,2,1
b. Student: (All eyes will be on teacher) students will be quiet and listening
c. T: Please work on your warm up quietly. We will go over them in 5 minutes (students may use resources around the room as
well as journals to complete the warm up)
d. Students will come in and complete a warmup.

2. Academic review /Gather background knowledge


3. T: Go over the new academic words and have students write the words down in the vocabulary journals.
4. T: Students will then discuss the new vocabulary words and how they are used in math.
a. T: The top part of the fraction is called the numerator. What part is this called (points to top part of fraction)?
b. S: Numerator
c. T: The bottom part of a fraction is called the denominator. What part is this called (points to the bottom part of the fraction)?
d. S: Denominator

5. State instructional objectives


a. T: Today we will be working on adding and subtracting fractions with the same and different denominators.
6. Review behavior expectations
a. T: I will expect students to work independently
b. T: If students have questions please raise your hand.

7. Instruction
a. Model
C1: Using pie circle manipulatives, I will solve and create an adding fraction problem with like and unlike denominators. I will show how to write down the problem and the steps
that it took to solve the equation. I will then go through the same process with subtracting fractions with the same and different denominators.

R: Using pictures of pieces of pie I will have 2 fractions with their picture representative to look at and then solve. I will write down the problem and the steps that they took to
solve the equation. I will then go through the same process with subtracting fractions with the same denominators.

A: (Students will be given a worksheet that has both adding and subtracting fractions with the same denominators. Students will then explain their results to a peer and check
answers).

Guided Group Practice


T: Students will work with their turn and talk neighbors to solve given problems using the model that I previously provided and went through.

Independent practice
C1: Using pie circle manipulative students will be given 2 fractions with like and unlike denominator to create and then solve. Students will write down the
problem and the steps that they took to solve the equation. Students will then go through the same process with subtracting fractions with the same and
different denominators.

R: Using pictures of pieces of pie students will be given 2 fractions with their picture representative to look at and then solve. Students will write down the
problem and the steps that they took to solve the equation. Students will then go through the same process with subtracting fractions with the same
denominators.

A: Students will work on a worksheet that has both adding and subtracting fractions with the same denominators. Students will then explain their results to a
peer and check answers.

b. Error Correction Procedures


i. T: I will walk around and help students get to the correct answer by using the previous problems on the board as examples.

8. Wrap up
a. Review key concepts/ Check for understanding
i. T: I will have a few students come to the board and explain their answers.
ii. S: Will come to the board to explain their answers

b. Review objectives
i. T: Today we learned how to add and subtract fractions with and without common denominators.

Adaptations/Modifications/Accommodations:
Some students will be given extra time while the advanced students may go to the board and explain to their
classmates how they completed the problem. During the guided group practice students will be strategically put in
pairs to work on solving the given problems. For ELL students, they can use their notes to answer the problems. They
may also have access to pictures during the final CRA stage if needed.
Reinforcement Procedures:
I will remind students when the fractions have a common denominator they can just add or subtract the numerator.
When the denominators are different they have to find a way to make the denominators the same.
Daily Evaluation
a. Before lesson: New concept
b. During lesson: I will walk around and observe the students completing the activity.

Post Evaluation (data-based decision making):


I will look over students completed worksheets to determine whether a review lesson needs to take place.

Follow-up Activities:
Students will begin multiplying and diving fractions.