INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name(s):
Carl Baird
Grade level and school:

4th Grade, Wines Elementary

Title of lesson/activity:
EDM Lesson 7.5: Fraction Addition and Subtraction
Teaching date(s) and time(s):

Estimated time for

lesson/activity:

3 February 2014, 9:22am (Lesson may be divided in two

parts due to time conflict with a special: pt. 2 at ~11:03)
~45 Minutes

Overview of lesson:
Students respond to a math message that connects to the
previous days lesson (fractions with pattern blocks) and
engage in a discussion about adding and subtracting
fractions. Students will use pattern blocks to represent their
work on math journal pages 198 and 198A. During wholegroup work, one student representative from each table or
pod group, designated by a number on their desk, will be
in charge of the manipulatives for one problem. The next
problem will be demonstrated with the pattern blocks by
the next student, etc. Students will then complete an endof-discussion check.
Context of lesson:

Sources:

Students have recently completed a lesson in which they

used pattern blocks to study the fractional parts of different
wholes. Students completed an end-of-discussion check
that assessed their abilities at creating number models
with the fractions they found when covering an object with
different pattern blocks to make a whole. Students will then
be introduced to a lesson about the various ways in which
we name fractions.
EDM Online Teacher Manual

Learning Goals
Learning Goals

Connection to Standards

Connection to Activities

Students will be able to

identify fractional parts of a
set of objects.

Common Core State

Standard 4.NF.3.A
Students will be able to

Student pod representatives

and instructor will show
addition and subtraction of

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Students will be able to add

and subtract fractions with
like denominators.

understand addition and

subtraction of fractions as
joining and separating parts
referring to the same whole.

fractions with like

denominators as
combinations and
overlappings of pattern
blocks.

Attending to the Learners

Anticipating student ideas:

End-of-Discussion-Check Assessment Insights (Given 2/3):

-Some students labeled equal fractional parts of the whole
as adding upon one another. Example: instead of 1/3 + 1/3
+ 1/3 = 1, students responded 1/3 + 2/3 + 3/3 = 1
-Students will need explicit instruction as to the
expectations for when and how to use pattern blocks

Making the content accessible

to all students:

-Instructor may cold-call on students by using popsicle

number sticks to encourage whole-class active
participation.
-A student in my class has a hearing impairment. I will
therefore use a surround sound neck microphone during all
whole-class parts of this lesson.
-A student in my class has a learning disability that affects
her ability to remember certain mathematical concepts. I
may have her work with my mentor teacher during the
independent work portion of this lesson as I circulate the
room. I will begin my circulation of the classroom from her
desk so that I can have a brief one-on-one conversation
with her about how to start her work.
-All students will be encouraged to participate, and
volunteers may be asked to show their work on the ELMO if
appropriate to the discussion taking place.

Assessments
Type of Assessment

Learning-Goals Connection

End-of-DiscussionCheck

See bottom of lesson plan. Students will show their understanding of

adding and subtracting fractions with like denominators.

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Instructional Sequence
Materials
:

-Math Message
-Pattern Blocks (3 hexagons, 12 triangles, 6 rhombi) two sets per pod
organized by type at rainbow table
-Student Jounal Pages 198 & 198A for display on ELMO
-Addition/Subtraction modeling paper with number models with unknowns for
ELMO

Time

Steps Describing What the Teacher and Students Will Do

Notes

Before
School

Assign desk numbers to reference when asking for pattern block

representatives. (At one pod, desk #s 1-3 and #s 4-6 will work
together with one representative manipulating the pattern blocks)

Make
copies!

Display Math Message with Bellwork

9:15am

Discuss answer to math message

If a hexagon (yellow) pattern block is the whole, what fractions are
represented by 1 trapezoid (red)? 1 rhombus (blue)? 1 triangle
(green)?
Ask,
What would my number model look like if I wanted to describe what
would happen if we put the trapezoid, rhombus, and triangle
together?
+ 1/3 + 1/6 = 1 or the Whole
*
Explain,
Today were going to talk about how we add and subtract fractions. In
a moment, I will release you by pod to line up for Humanities. Show me
the absolute best example of how we line up in number order.
Remember to leave one another enough space in line. Pod __, you may
line up. etc.
*If time, ask:
How might I show this addition problem using the pattern blocks I
have here?
2/6 + 1/6 = ?

9:22am

Students leave for Specials

11:03a
m

Students return, math resumes

Set up
Camera!
During
math
message
discussio
n:
Address
common
error of
labeling
parts as
already
added
(see
above)

Blank
paper!

Explain expectations for manipulatives. No-one touches them until I

give permission.
Explain seat numbering system and have students take a moment to
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identify the people they will be working with.

Distribute pattern block baskets.
Explain,
Today is going to involve a lot of back and forth between small-group
and whole-class work. I will be using a new attention-getter (like the
Alabama song.) This one needs to be VERY quick so we can do our
math efficiently. So, Whenever you hear me say, All Hands On Deck!
you will respond, Aye Aye Capn! Lets try it.

Try
attention
getter!

In your group, take thirty seconds to discuss how we could represent

this addition problem if the hexagon is our whole. Use pattern blocks,
#1 persons are responsible for retrieving the blocks from the rainbow
table and should be the only people to touch the blocks.
1/3 + 1/3 = ?
Attn. Getter
Discuss/Display on ELMO
Weve made a number model using the fractional values of our
shapes. We started doing some of this yesterday. Lets try another.
#1 persons, return the two rhombuses give the two rhombuses to the
#2 person.. Everyone look at this next problem.
1 1/6 + 3/6 = ?
This one is a little more tricky. Take a minute to discuss in your group
at a level one volume how we could represent this addition problem
with pattern blocks. #2 persons, return the two rhombuses and
retrieve whatever blocks your group thinks you will need. #2 persons
should be the only people touching the blocks this time. #2 persons,
your goal is to ONLY get the blocks you will need to model this specific
problem. In other words, you shouldnt have any extra blocks!
Attn. Getter
Discuss/Display on ELMO

Get full attention of the class. Discuss that so far weve only talked
about adding fractions with like denominators.
Ask,
Has anyone noticed a pattern? A trick we can use so we dont have to
use pattern blocks?

Lets try a subtraction problem. Everyone take a look at the board.

2/3 1/3 = ?
In your group, take thirty seconds to discuss how we might represent
this problem. #3 persons are in charge of the blocks for this round.
Attn. Getter
Discuss/Display on ELMO
Did anyone use a different strategy?
(Remove or cover blocks)
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Lets do one more like this. #4 persons are in charge this time.
2 3/6 1 1/6 = ?
Attn. Getter
Discuss/Display on ELMO
So far weve done addition and subtraction of fractions with fractions
and mixed numbers that have the SAME denominator. Would a
volunteer like to raise their hand to explain a pattern they might have
noticed about subtracting fractions with like denominators?
Tomorrow we will talk about adding and subtracting fractions with
UNLIKE denominators.
If lesson runs short, display,
2/3 1/6 = ?
Discuss
Before we go to art, I have one last check for you like I did yesterday.
Do this independently.
Distribute EDC.
If time, start work on pg. 198 in math journal.

11:35

Line up for lunch

Assessment Question (EDC):

On half sheet of paper:

Solve.
1/6 + 4/6 = ?

1-=?

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University of Michigan, Undergraduate Teacher Education Program

For interns beginning the program in Fall 2012 and beyond

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Rev. June 2012